AN APPROACH TO GUIDANCE
NEW YORK AND LONDON
D. APPLETON-CENTURY COMPANY, INC.
CoPYHIGHT, 1946 , By
Ci^^PLETON-GENTURY COMPANY. INC.
All rights jeseived This hook, or parts
thereof, must not he reproduced in any
form without permission of the puhlisher.
486
Printed iu ttie un
ITED STATES OR AKEKICA
Preface
It has been the autlaoi s privilege to woik veiy closely with
teachers and to know some of then deepest thoughts and feedings,
tlieir ]oys, and their pioblcms, and this book is dedicated to
public-school people the author has known, adinued, and re-
spected. s
The book is wiitten for teachers who aie in service and for
those who are picparing to go into the seivice of jniblie-school
teaching Aldiough it is wiitLen m the fennnine gmuler and about
high-school tcacheis, there is no intention of exednding inah'
membcis of this piofcssion or elemental y-gradi' teaclu'i.s as in-
teiestecl icadcis,
It IS written because of a long-felt need for ii book which shows
teacheis as they aic in their schools, in ihcir wmk with pupils,
in their associations and communities, and in their peisonal hviss.
PLAN OF THE BOOK
There are two parts of the hook, namely, the Story, and the
Stoiy Inteipictation.
The Brst part of llie book has been written as a .story about
teachers because the authoi behoves that they will find it mote
readable tlian an academic type of book and that they will he
able to see tliemselvcs in the people in the story much more
clearly tlian if these same people were described Numerous
“types” of teacheis have been included in the hook and many
different kinds of pioblcins aie piesenlecl, these piohlem.s having
V
VI
Preface
been selected from the abundant reseaich data available and
from the autlior’s experiences
The author believes, too, that, thiough the stoiy method,
teachers will be able to understand moie cleaily those faulty
attitudes and behavior patterns which detei efficient teaching
and destroy security and happiness.
This volume is not a "piescription” book, giving answens or
solutions to difficulties and dilemmas. The stoiy is about a woman
■who, personally handicapped and with a burden of lici own, goes
into a pubhc school system in which theie is some autociacy, and
who, because of her belief in education and her corffidonce in
teachers, is able to stimulate tliem to con cot some difficult
situations and begin to glow. No single solutions to specific jrrob-
lems are advocated, and, although various techniques and ways
of solving difficult situations aie brought out in the book air
effort has been made to help the reader understand that every
factor contributing to a problem must be consideied befoie any
attempt is made to establish corrective pioceduies.
The second part of the book is a lengthy appendix which is
intended to be an interpretation of the stoiy, chapter by c-haptor,
and a means of stating in concise tenns the priiidplcs find
methods of guidance and education, which, have been embodied
in the story,
This part of the book should be of value particularly to
students of education and to those individuals who are interc'sted
m obtaining a resum4 of the present thinking and methodology
la public-school guidance.
The references for both the story and the story rntormretation
are annotated after tire latter. In both parts of the book they
consist of studies and experiments, articles ai-jpearing in leading
educational magazines, and recent books ^ ^
The references in the story usuaUy bring out an experiment or
a study to substantiate a statement that has been made. Numer-
ous stuffies of teaching conditions and expeuments in the field
f teachmg have been quoted, although occasionally points of
Preface vii
view have been documented if the documentation seemed un-
usually apropos.
The refeiences m the story interpretation are, to a huge extent,
documentation of broad principles and methods m guidance
and education.
The bibliographies have been annotated and placed at the
close of each chaptei because they arc more acees'.sible to the,
reader and do not seem to intcifere with the reading of the, story.
The books have been selected as further reading m specific aieas
of study and seem to be moie easily differentiated if arranged
accoidmg to stoiy chapters.
METHOD OF STUDYING THE BOOK
The stoiy intoipictation should not be read or studied by itself,
nor should it be lead or .studied chapter by chaptei The piin-
ciples and methods included in it arc not ananged in sec[uc‘ntial
Older as is tiue of many textbooks, but arc lather discussed in the
Older in which diey appear m the stoiy. This anangc'nient is a
depaiture from the "typicar style of wiiting textbooks and
necessitates a departure from the "typicar method of slud)'ing.
It IS suggested that the most effective way of .studying thi.s part
of the book is to relate the principle discus'sed back to that part
of the stoiy in which it appeared. In other words, the piinciples
and methods discussed in die stoiy inteipretution have vahu*. as
is true of all textbooks, only as die student can apply them in real
life and in actual teaching situations. It would seem advi.sable
for the leader to make constant rcfeiTals back and forth between
the two parts of the book
Every effort has been made to expedite these referrals by list-
ing in the margins of the stoiy the number of the principle which
is discussed lelative to the leinaik or statement made. In the
story interpretation the leadei will find the principles discussed
according to die page numbers on which they appeared in the
story as well as by numbeis. This cross-referral method of
Pieface
studying should help teachers and student-teachers to see tlie
application of principles and methods m the actual functioning
of a pubic school. One would not always be able to apply all of
the principles discussed in tins book in a particular public school,
but should evaluate them on the basis of their practicability in a
specific locale.
No continuity is intended in this book, It should be cmpbasrzed
further that it seems practically impossible for any school to
accomplish all die activities suggested herein. The book is filled
with methods and plans to fit tlie needs of diffcient school
systems.
If the reader is able to see himself or herself in this story,
is able to laugh a little with himself and grow a little after leading
the story, the author will feel rewarded for the effoits which
have made this part of the book a reality.
If the reader is able also to interpret, understand, and he pre-
pared to put into practice some of the principles and mediods sug-
gested in the story interpretation and become closer to the hearts
as well as the minds of boys and girls, die author will feel
that she has made a contribution to education.
Many school people have been instrumental in the develop-
ment of this volume and the author expresses her indebtedness to
teachers and administrators with whom she has been privileged
to work, especially those of Englewood and Denver, Colorado.
Dr. Esther McD. Lloyd-Jones of Teachers College, Columbia
University, who had confidence in the autho/s ability to write
in the style of the present volume, was a source of gieat inspira-
tion. Dr. Karl Bigelow, Dr. L. Thomas Hopkins, and Dr. Harriet
Hayes, of the same institution, gave invaluable help and un-
limited time m reading the manuscript and in offering consb-uc-
tive suggestions.
E.D.B.
Content'?
I'Vt 1
PIUSFACE ... ... . V
FOBEWOiiD , . . , William II Burton . . xi
THE STORY
CHAinUl
I Intioduction . 1
The Teachei Believes
II In the Aclministialoi . .... 11
III In Herself . ... 27
IV In Her Associates . ... 47
V In IIoi Pupils . . . ... 03
VI In the Paicnls . ... ... 83
VII In the Community . . . , , 103
VIII In Hci Countiy .... .... 120
IX In International Brotherhood 135
X In Her Task 148
THE STORY INTERPRETATION
Tlie Story Interpretation for;
I 162
n 170
HI 178
IV ISO
V 198
ix
X
Contents
VI , 213
VII 223
VIII 232
IX 238
X ... 245
annotated beferences . . , , 251
index 301
Foreword
Texts m the field of Education luc often said to bo diy, to be
meie common sense dicsscd up in dull teclnncal l.inguagi', The
piesent volume presents a stnking conliadicUon to these easy
but often justified cnlicisms. Hcie is a stoiy woith leading; solid
techmccd matcuals piescntod, foi a changOj m vivid, challenging
language. The woith of the volume does not leside, however,
mciely m its form of picsenlalion. The content deals with one
of tile most vital problems not meicly within the technical fiidd
of education but in tlic goneial aicu of human lelatioiis. Cuid-'
ance in its tnio sense is picscnled witli au insight and mideistand*
mg raiely found.
The presentation is in conversational, slniy foim which iC'
mains mteiesting and pie.scives a sense of leidity ihiongliout.
The account leads almost like a sUmogiapliic aceoniit ol leal
peisons dealing with actual prohlenis— us doubtless they weie
originally. The stilted, pedantic style, the' impression of puppets
speaking pieces which cluuacteiizes so many “conveisational”
accounts docs not appeal.
Tbe stoiy-foi that is what it is— begins with tlic appeal anco of
a new diiector of guidance and pioceeds naluudly and realisti'
cally fiom the fust contacts to develop the meaning of gniclanco
as inteiaction between individuals, between individuals and the
community, between individuals and the grcnit society of wliioh
the community is a pail. The interesting and piovocalivc .story
is not interrupted by pedagogical pioccduies, The aullioi pre-
sents an oiiginal device, namely a “stoiy iiitciprctalion” in the
xt
xii Foreword
second half of the volume. Here the incidents, discussions, crises,
and solutions presented in tlie first part are related to principles,
to an underlying philosophy, and to the scientific data. The
"interpretation” is directly related to the "story” thioiigh chapter
headings and cross references by page number This feature of
the volume is one of the important creative contributions to text
writing m current times. Each chapter in the story has a biief
highly selective bibliography. Tlie interpretation is followed by
a more extensive and skilfully annotated bibliogiapliy.
The volume will be enjoyable reading for any and all types
of school workers, for parents, and other lay groups interested
in schools Superintendents, principals, supervisors, and teachers
will find the materials of definite and important piofessional
value. The emphasis is upon philosophy and geneial piinciples.
Organizabon and detailed techniques are mentioned and oiicntcd
in the general philosophy but not developed in detail. Ample
reference materials are available. Emphasis is upon developing
the techniques which fit the needs of the individual lalhci than
upon a set of mechanisms which might be applied without dis-
crimmation,
William H. Burion
Director of Apprenliccshp
Giaduaie School of Education
Harvard University
AN APPROACH TO GUIDANCE
Marginal numbers correspond io similarly
numbered items in the “Story Interpretation”
beginning on page 161, -where principles on
which the -fictional account is based aie given.
Bracketed numbers throughout the entne hook
refer to a similarly numbered annotated bibli-
ography to both the story and story interpreta-
tion, beginning on page 251.
CHAPTER I
Introduction
Molly McLane was a senes of surprises to the people of
Hampton, No one knew much about her past professional expen- i
ences in public schools when she came to this town of ten
thousand excepting Dan Morrow, the supeunLendent, and the
Board. And tliey didn’t commit themselves, It was leportocl in
small-town fashion that she was an “unusual” person and had very
high recommendations from the East.
When asked why she had come to the hcait of the Bocky
Mountains, Molly laughed manly and said that she had eonie
for her health. And that was Hampton’s Bust .surpii.se. Molly was
pink-cheeked and buxom, sparkling with vitality. She was a 2
rotund peison, not very tall, but large, and Hampton found it
difficult to understand why she had gone into a piolession which
had kept her befoie the public as had school work. It was clear
that Hampton did not understand Molly McLaiic-at fust flow-
evei, diey could not do other than admiic the .simplicity and
attractiveness of her diess and her immaculate grooming, [S-3]
Lawrence Cushman, the tall, lean, high-school principal, met
Molly for the fiist time in Mr. Morrow's office, and for a moment
he stared. With a smile she extended her hand and '‘Cush,” a.s he
was fondly called by some of the pupils, had his second surpiise-
Molly’s hand-clasp. Cush liked the way she shook hands, Tlu're
was strength and wann, human undeistandmg in the hand-clasp
and the greeting, a genuine pleasuie in the way Molly met him.
With a chuckle, she said, “Sit down, Mr. Cushman, and get over
the shock.” ‘
1
2
An Approach to Guidance
“Oh— yes . . ” he mumbled, confused
Tm always a surprise to people at first, but I hope you get
over it.”
“I can guarantee tifiat you will, Cush,” Mr. Morrow said, ex-
pansively. “Miss McLane comes to us fiom successful expciiences
in the East. The Board joins me in feeling veiy hajipy that we
could meet your request for a dnector of guidance with a person
of Miss McLane’s lecommendations.”
Molly turned to Cush laughingly. “Tliat is Mr. Mouow’s
pleasant way of saying that he hopes I earn my salary.”
"She has insisted tirat you meet her bcfoie she signs a contract
with us, Cush,” Ml Moitow went on.
“I have two reasons for this, Mr. Cushman. It might be a good
idea for us to exchange points of view for one thing. My other
leason is obvious.”
‘Tm sure that whatever you and the Board think . . Cush
paused, uncertainly, looking at Mi. Morrow.
"I wanted to talk with you,” Molly persisted, "As principal of
the junior-senior high school you probably have some ideas about
tlie woik you want done.”
“Yes, that’s true, I do have,” Cush said.
“And youi knowledge of your teachers and your pupils would
help you to know what reaction they would make to me as a.s.si, sl-
ant principal and diiector of guidance.”
“We have never had a directoi of guidance and I’m sure that
tliere is a great deal you can do to help us. Hamjjton should be a
fertile field for her, shouldn’t it, Mr. Moriow?” He tinned to
Molly, "We have many reactionary citizens in Hampton.”
“Miss McLane has a fine record behind hei and I believe tliat
she can do what you plan,” Dan replied.
3 “I want some help for our teacheis,” Cush said, simply.
Our teachers or our pupils? Mr Monow looked surprised.
“Both, but mostly our teachers,” Cush answered
“We need some pupil guidance very badly,” Dan Morrow in-
sisted.
4
Introduction 3
“I don’t believe that our teachers are ready for a pupil guidance
program,” Cush said.
“They’re piobably as ready as they’ll esmr be. You’ll have to
work on them, Cush, just as you’ve always had to do. You know
how they aie ”
"I wonder. . . . Wliat do you think about teachers attempting
guidance work. Miss McLane?” Mr. Cuslmiau asked.
“I believe that many teachens are interested if they understand
it,” Molly .said, looking directly at him. There wa.s' laughtiT in
her voice, but her blown cye.s were serious. "Some ftuv j'ears of
experience have increased my confidence m tlicm and in their
genuine conccin for young people.”
He nodded his head undci standingly.
Mr. Moiiow looked at Molly rather doubtfully. “It seems to
me that they cither like their work or tliey don’t. If they do,
diey adjust to it and are happy. If they don't like teaching, they
either move somewhere else, quit, oi get inarru'd.”
The three laughed logi'tlior,
“Tliat’s the way I have it figured out,” the superintendent
said, not noticing the merry twinkle in Luwience Cushmiin’.s
eyes.
‘Yon have an interesting point of view, Mr. Morrow,” Molly
said, noncommittally.
"But you don’t agree with it?” he challenged.
She hesitated for a moment. "I couldn’t say that I do," ,shc
said, slowly, "but it’s a matter of ojiiuion,” Her eyc.s sparkled.
"I have always thought that adjusting, happy teachers mean
adjusting, happy pupils.”
"Agiecd. And when they're not adjusting and not happy the
best thing for them to do i.s to get out of teaching, get into .some
other piofossion where their personality problem.s don’t interfere
with tlieir woik.”
"I wonder how many teachers would he loft,” she said, seri-
ously
Mr. Cu,shman was smiling m a pleased way. IIo chuckled
4 An Approach to Guidance
inwardly to hear Miss McLane difEer with their superintendent
as he had done on many occasions when they weie discussing the
teachers in tlie high school.
“I wonder if happiness in one’s work isn’t a relative tlnng,”
Molly saidj slowly. "Some teachers aie happier tlian otliers, and,
as a group, they are no more maladjusted than othei professional
groups [146] and, in fact, not as maladjusted as some.”
“Yet tire importance of their woik with young people makes
it imperative that they as teachers be guided and helped as
human beings as much as possible," Cush added,
“I can’t see any reason why teachers should be pampered,”
Mr. Morrow stated, with some feeling.
“Is it a question of being pampered, Dan?” Cush inquiied
“Or is it a question of helpmg teachers solve their own problems
so that they’re objective enough to help children make better
adjustments? Do you agree with that point of view, Miss Mc-
Lane?”
“Yes, I do. It seems to me that one of the main puipo,ses of
a guidance program is to develop a feeling of group security in
every child, and a teacher can unwittingly, or even wittingly, tear
down a child’s feeling of status in the group to such an extent
that he can never again take his iiglitful place. I’ve seen it happen
many tunes, and, not infrequently, by conscientious teachers.”
Yes, I have, too,” Cush agreed.
Then you re really not ready for this guidance piogiam
you’ve been fighting so hard for, Cush?” Dan challenged.
“Oh, yes, Dan, we’re ready for it. Getting the teachers inler-
ested and ready to carry on the work is a part of tiro program
Itself. There is some ground work to be done here in Hampton
before we’re ready to place guidance work in tlie hands of our
teachers, though ”
Molly said, “There are probably many guidance activities
which can be begun now, but I believe it would be unwise to
expect tlie teacheis to understand a complete guidance program
or to beheve in it immediately.” [209]
Intioduction 5
“Well, I can see that the tcachcis will need to be taught
something about guidance,” Mi. Moiiow admitted, “but you two
seem to think that they will need it, No doubt tliey do have
plenty of pioblcms— I’ve aheady admitted that— but it scc'ins to
me we’ve aheady done as much loi tliein as could bo icason-
ably expected Just what do they need? Ouis make a fan salaiy
and tliey have tenure. What moic can he done foi llu'in?” [184] 9
Molly chuckled, “I don’t know that loo much can be done ‘for’
tliem, but I’m pretty sure tliey can be stimulated to make a
greater contribution to tlie profession and to the community than
they have made. The tcacheis in Hampton aie foiluuate m
having a fah salary and tenure. Not too many systems have pio-
gressed tliat far ” [48]
Ml. Moiiow expanded “Tliat’s Uuc. Hampton i.s far ahead of
most communities m many ways.”
Cush leaned forwaid. “You know I shaio your pride in the
provisions for teachers hero. Yet I am sensitive to the fact that
our teachers still have all kinds of personal and piofcssional
pioblems which keep them from being as elllciciit as they could
be.”
“Don’t limit it to teachers,” Dan laughed. “Include adminis-
tratois, too.”
“That’s light, but teachers are with children all day and a
worned teacher influences a child very quickly.” [27]
“But what can we do about tliat?” Mi. Morrow demanded.
"Answer mg that question, I hope, will bo Mi.ss McLano’s
work here in Hampton,” Cush sard,
“Then she will really be a soit of a diiector of in-service
education lather than a dhector of giiidanco,” Mr, Moitow
asserted, witli some antagonism.
“Not altogedier,” Cush answered. "How do you see this situ-
ation, Miss McLane?”
“It seems to me drat training teachcis to coiitubute to out
guidance program is a part of the program itself. And part of
that training is learning how to solve one's problems so that they
6 An Approach to Guidance
don't mterfore with the guidance of pupils Of course, tlie teacher
must really want to understand and work out her difficulties
11 before she can be guided toward conecting them.”
Mr. Morrow intemipted her. “And right tliere is tire catcli.
There may be a few who W'ant to become well-rounded indi-
viduals, but for the most part, I think that teachers have no
desire to miprove themselves, and had better not be encouraged
to be too introspective.”
"I guess it’s one point of view,” Molly said quietly. “I dunk
12 that every human being, or at least almost every human being,
wants to grow and unprove.”
“And when that chance to grow isn’t possible, they make a
change,” Cush said He went on, “Of course it isn’t the only ica-
son for their motility.”
“What is your rate of teacher turnovei?” Molly inquired.
Cush laughed. ‘We had a 30 per cent teacher turnover [192]
last year. Miss McLane.”
Mr. Morrow looked at them for a few moments and then
shook his head doubtfully.
Molly said seriously, “There aie many reasons why a teacher
seemingly may not want to improve. Many tunes she has prob-
lems which seem to her insurmountable.”
Mr. Cushman was eager to claiify Molly’s point of view still
further. “And some of our teachers have lost that greatest and
most important asset for teaching— their self-confidence. [33]
IS Some of our teachers have given up hope of building a life of
beauty, fun, and happiness, and have settled into a rut.
“That’s true,” Dan said, “and diey’re content to stay in it.”
“Perhaps they seem like that,” Gush said. "Ordinarily it helps
14 some to know why you feel blue or discouraged or quairel-
some, though.” He turned to Molly. ‘In your past work. Miss
McLane, what methods have you found successful in working
with teacheis?”
15 “Some of them have been helped by simple, straightforward
counseling. Just having an opportunity to discuss a problem
Introduction
7
with someone very frequently helps meet it,” she sard. [185]
“Especially if they know tliat it will not mean the loss of pro-
fessional prestige,” Cush said. “And tliat is where I hope you
are successful, Miss McLane.”
“Her references all say that she knows how to win and to
retain a teachei’s confidence,” Mr. Morrow said, showing some
pride in his selection of Molly.
“Thank you, Mr. Morrow,” Molly said earnestly. “I feed that
tcacheis are human, tliat tliey have the same piohlrms and joy.s
which everyone else has, but that they have been labeled as a
gi'oup, and a certain stigma has been attached to the label at
times. But the thing which has impressed me over a period
of years is tlie intensity with which many, if not most, teachers
desire giowtli if given a fair chance”
“Well, I’m one of these ‘dic-hards,’ Miss McLane, as Cush will
probably tell you, and seeing is believing’.” Ho was thoughtful
for a moment “Frankly, I don’t sec how you could possibly
counsel all of our teachers, even granting that such counseling
would be woith-while.”
“There will be only occasional ones who need oi want an
opportunity to talk out their piobloms. And there are many other
ways of diiecting their thinking. Classes, loetuu-s, study groups,
and books have been found helpful. Do you have a teachens'
library with the latest fiction and non-fiction books?"
“No,” Mr. Morrow answered, “that’s a new one on me, Why
should we buy books for teachers? WliaTs tlie public libiarv
for?” ^
“I have known of a number of schools which developed a
library for teacheis and found it of sufiiciciit help to continue
it. One superintendent kept some of his own books in his office.
He felt that many teachers were benefited even in meeting
some difiiculties caused by inadequato education during their
student-teaching years.”
Cush smiled. “I think you’ve picked up some pretty good
ideas.” ®
8
An Appioach to Guidance
Molly said, "Some mteiesting woik is going on all over the
countiy to help teacheis develop better peisonalitios. [159] In
some schools lecoi dings aie being made to help them acqiihe
pleasing voices in the classroom. Some universities aie doing
this, and so is die telephone company, and some school systems
aie buying recoiding equipment for tins purpose and for use
throughout the school ”
“I don't mean to be dogmatic,” Mr. Moirow said earnestly,
‘hut I just don’t believe drat they want to change. I have my
doubts about them. It may be that I am judging all of them by
a few who soit of stand out, diough. I don’t know— we’ve had
some difficult individuals among oui faculty and wc still have.”
He smiled. “I’ve had to fight for the boys and girls so much I’ve
become accustomed to it I have a great deal of confidence in
this younger geneiation.”
Molly leaned forward. “And I have as much confidence in
teachers as you have in children.” They laughed togethei, and
Molly turned to Cush “Shall we tiy to help botli,?”
“Suits me all right,” he agreed, ‘Taut it will be a big job for
you.”
Molly laughed. Tm a large person, and I like a big job,”
BIBUOGEAPHY
Avebill, Lawience Augustus, Mental Hygiene for the CAaswom
Teacher (New York: G. F. Putnam’s Sons, 1930).
The chapters m this book include Tlie Teacher and Conflict; Tlio Teacher
md Adjustment, The Teacher as Practical Mental Hygiemst; The Tcaclicr
Her Colleagues and Pier Superiors; The Te.acher and the Community, The
Teacher and a Changmg World, The Teacher and Mental Health Objective
Tins book IS for m-servioe teachers and gives practical, sound advice
about teachers problems, stressing tlie importance of human relationships
Gharaoterisucs which make relationships acceptable and
Cabot, Richard C. The Meaning of Right and Wrong (New York.
The Macmillan Company, 1933), ^
This hook contains chapters about the agreements we make wifiv oUiors
and ourselves, how to recognize our needs, tlie need for growth, 1107^0
Introduction 9
develop our etliics, familiar tricks of self-deceit, how to analyze ourselves
when we practice self-deceit, and methods we may take for real growdi.
See Annotated References for Story and Story Interpretation
National Education Association, Tho Structure and AdminitlraUon
of Education in American Democracy (Washington, D C., Echicational
Policies Commission, 1938).
This book contains chapters on- Structure and Scope of Fuhlic Education,
Tlie Administration of Public Education; Local School Adnlinislration, Slato
School Administration; State and Federal Relations to Education
It contains a statement of tlie basic principles for the adinlnistration of
democratic American education as follows.
1 The ideal of equality of opportunity through education largely deter-
mines the structure of the school system in the United States and
provides a fundamental criterion of efficiency m school administration
2. Educational policy, in ilie long run, is determined by the people,
tlirough the exercise of the franchise
3. Tlie lay board selects a chief executive officer and holds him responsibh'
for presenting policies and programs to the Board for discussion and
approval, and for carrying out these policies and programs after the
Board has approved
4 Educational policies should be formulated initially by tho professional
staff of tho school system, through "i looper.itive piocess capitah/nig
the Intellectual resources of the whole staff.”
5 When a policy has been so formulated and approved, every member
of the school system for wliom it has nnphc.itioiis becomes responsible
for carrying it into effect.
6 The superintendent will require that broad policies be carried out
throughout the school system, but lie will place largo responsibility
in the hands of principals to details of policy and tiUMiis to be
employed
'! Tlie right and duty of teachers to take part in fonnulating ednentioinil
policy IS closely related to one of the basic purposes of Ament an
education
8 Back of the professional staff, back of the board of education stand
tile people as to the ultimate judges of educational pohey.
9 Tlie persons who control the school budget thereby determine school
policy.
An attempt will be made throughout this volume to support those state-
ments of basic principles.
10 An Approach to Guidance
Roethlisbebgek, F. J., Management and Morale (Cambiidge, Mass.:
Hai'vard University Press, 1942).
The chapters in tins book describe Western Electric Researches; Under-
standing A Prerequisite of Leadership, The Social Structure of Industry;
and other phases of adequate personnel management in industry
The principles set forth in this book would also apply to educational
leadership. It brings out the point of view dint coriectrng and changing
the environment will not necessarily improve efficiency, diat success in work
depends on the “conditioning” experiences of the individual that lie brings
into his work from the past and the social satisfactions he gels out of his
work The value of "talking out” one’s problems is one essential of success-
ful work This book is, in tlie opinion of the author, an outstanding con-
tribution and of real value to administrators and teachers despite the fact
that it describes personnel work m industry.
CHAPTER 11
Tlie Teacher Believes in the Administrator
A few days later Molly was aiianging some books on the
shelves of her new office when Gush dropped in,
“This place begins to look very attiaclivc,” he said “Is eveiy-
thmg all right?”
"It’s grand! I like it because it’s big enough for me to move
around in without knocking things over. And that’s something,”
Molly added dryly.
“I hear tliat you’ve been meeting the teachers and I thought
that you wanted to sort of ease into your position here ”
“That’s right, I do,” Molly said. "But they couldn’t miss seeing
me, so they found out who I am. Do we have to have a foimal
introduction at an assembly?”
“Not necessarily, if you prefer not.”
“Well,” she hesitated for a moment, “I was two weeks late' in
arriving heie and the other new tcacheis have been introduced—
but whatever you want to do is all light.”
Cush looked at Molly with a new understanding. She did have
real feelings about her appearancel
“You can meet all the teachers at our next staff meeting and
we can let it go at that for the present,” ho said. "If tlicie is
anything you need, just send in an order,”
The next high-school teachers’ meeting was an evening affair.
There was a business meeting first and ice-cream and coffee wcnc
served later in the cafeteria. Molly chose her attire for the
evening with some care, wearing a daik blue one-piece dress
with straight lines and simple design. She tried to anticipate
12 An Appioach to Guidance
what the teachers would be like and what they would think
of her She thought, too, about ways in which she might estab-
/ hsh pleasant relationslups with tliem.
Mr. Moriow opened tlie meebng with a few remaiks and as
he spoke Molly looked around the roomful of some fifly jumor-
semor high-school teachers. She was pleased to notice that there
weie a number of young teacheis in the gioup There were also
some older teachers and perhaps twenty men. She noticed the
cool, polite attention of the group as Mi. Moiiovv spoke and
caught seveial meaningful glances which passed between teachers
as the evening continued and he dominated the meeting, show-
ing little lespect for their opinions or beliefs about tlie plans
for the coming year.
At an appropriate time Mr. Morrow introduced Molly and
asked her to talk for a few minutes. She had expected this and
had decided to be brief and to explain that their new guidance
plans would not necessaiily involve any great changes. Slie began
17 her remarks with a humorous story which led directly into tlie
point of view that the teachers of liampton weie already doing
guidance work, and that, in fact, eveiy teacher was guiding
youth in some way. [216] She expressed a desire to be of help
18 and to develop with them only tliose guidance plans which
they thought would be of value in tlie Hampton High School.
19 She stiessed particularly the idea that the emotional climate
of the school should be such that teachers could make their best
contributions and tliat children could learn and grow well.
“Children, as well as dieir parents, are looking to us teachers
for guidance and leadership. We are dependent on each otlior
and upon our administrators, and the success of all of our work
20 depends on how well we work together and with the community.”
Later in the evemng several teachers went to the teachers’
room together to get their coats and to discuss the evening.
Miss Norman, a ratlier plain, drab, tall woman remaiked, "We
were interested in your talk this evening. Miss McLane, but
you’ll have yom hands full if you attempt half of what you
The Teacher Believes in the Administrator 13
discussed tonight. One doesn’t have to go too fai in die Hampton
schools to find trouble.”
Several teachers asked Molly to sit down and chat for a while.
It was still lather eaily and she did want to become accjuaintc'd
with her associates as quickly as possible. Two or llucc teaclici s
offered cigarettes to Molly but she declined. Otlieis joined tliein
and insisted that she smoke with them,
Molly leahzcd that there was some leason for their insislenci'.
She had no scruples against smoking, but her falhei, who was a
physician, had warned hei against developing the habit for
health reasons. She did not feel close enough to tlnari to talk
about hei physical pioblems, but she did tiy to let them know
that she wanted their good-will and fiiendship.
Later in the evening Molly walked home with the fieshman
counselor, toward whom she had developed a strong hknig
Margaret Webster was about Molly’s age, keenly alcit to the flow
of life aiound her and had a ccitam depth of chai.icUn that
Molly quickly lecognizcd and admiicd. The acquainl.uice, of
tliese two women began widr some promise of ical ctmipamon-
ship for bolli of them
“The teachers seem to enjoy lounging in the tcachei’.s room,
don’t they?” Molly asked
“Yes,” Maigarel Webster answered. “That room has had an
interesting history. Some day I’ll tell you how huid we fought
to get it and to make it the kind of room wc oun c-njoy,”
Theie was silence for a moment and she went cm, “Wove* been
allowed to smoke in tliere only since paicnts have been coming
into the school for evening meetings Wc teacheis had not been
permitted to smoke anywhere in the building, When the teachers
saw parents enjoying tlieir cigaiettes in the school, they joined
forces and established tlieir right to smoke in their own room.
It was quite a change.”
Molly smiled “I wish I had known that before tonight. Your
explanation tells me why lliey were so insistent that I smoke
with them."
14
An Approach to Guidance
The teachers’ diiBculty about their rest-room helped Molly
under stand the problems which existed between the administra-
tion and the teachers.
She reviewed the events of tlie meeting to herself befoie she
dropped off to sleep that night. She felt that she had made
some fiiends among the teachers but she realized, too, that
many women and men had not even spoken to her during the
evening It was evident tliat there was a reaction against some
authoritarian methods in tire system and that in some instances
the teacheis had protested. It seemed to her, however, (hat theie
was lacking a strong, emphatic relationship among the teachers.
She missed a ceitain warmth in their attitudes toward each other
and towaid the school itself, without which they would ho some-
what ineffective m developmg the kind of administrative co-
operation through which they could function as teacheis most
effectively. [9]
ti tt ti
^ Eaily one Saturday morning Mr. Cushman’s telephone began
ringing insistently. Irate paients weie complaining ahoul a field
trip which had been taken the previous day by an eleventh-
grade group, the Botany Club, without the siipcavision of an
accompanying teacher. They stated that tlieir childien had been
m the mountains all afternoon, that they had hiked and climbed
around the hills unchapeioned, tlrat one girl had sprained her
ankle, and that two boys had become lost fiom the gioiip and
had finally aiiived home late that night.
Cush called Molly who said she did not understand how such
a thing could have happened.
“I don’t understand it, either,” Mr Cushman told hei. “I’m
sme that Mr. Stewart, our science teacher, was supposed to have
gone with them, but I haven t been able to reach him by phone ”
“Is there anythmg I can do?” Molly asked.
The club piesident is to meet me at the school at ten o’clock
and rU try to find out what really happened. Perhaps you would
Tile Teacliei Believes in the Administrator 15
like to come,” Cush said, adding, “It seems that tlie kids had a
good time, and from what I heai they leally had an outing in-
stead of a science lesson.”
At ten o’clock Geoige Browning, a tall, lanky boy, whose
hands seemed to diop out of his sweater, was wailing when
Molly and Cush enteied tlie office He unwound hiniself and
rose to meet them, a pciplexed fiown on his loieliead. Cush
explained, "Geoige is tire president of the Botany Club, Miss
McLane ”
'T tiled my best to keep tliem togetlier, Mr. Cushman,” Geoige
explained, earnestly, his voice playing nip and tuck witli high C
and low G. “But tliey just refused to cooperate.”
“Suppose you tell us tlie whole stoiy from the veiy begin-
ning,” Cush said.
“Well, you see, our club was supposed to go to Moiirson to
study species of eveigieen trees with Mr. Stcwail. There were
two bus loads and no one noticed that Mr. iSlcwait wasn’t in
eithei bus until wc had ariived at Monison and had piled out
and the buses had gone on. Tlicn we stalled looking foi him and
he fust wasn’t tlicic,” Geoige looked so miserable that Cush and
Molly had a difficult time lo keep fiom laughing.
Cush was sympadicUc. "Don’t worry about it, George. It
wasn’t youi fault.”
“But I’m the club president, Mr. Cushman, and I should have
seen to it tliat everyone behaved himself. We never did . . His
voice leached a high crescendo and with some effoit he began
again on a lower pitch, ‘We never did find two of the fellows,
but I undeistand that tliey finally got home last night. We called
and called for tliem and seaiched evei-ywhero. And we waited
as long as the bus driveis would wait. I’ve failed miseiably to do
my job well, Mr. Cushman. I hope I don’t lose the club’s friend-
ship.”
“They’ll be friends just the same, Geoige,” Cush said "Their
parents aie the ones who are piotesting.”
Molly spoke up. “I’m sure tliat no one will blame you for what
16
An Approach to Guidance
happened, George. You have done moie tlran your pait. Why
didn’t Mr. Stewart go widi the group?”
George pushed his shell-nmmed glasses a little higher on his
thin nose and said, “That’s what we couldn’t understand— why he
wasn’t there.”
Ml. Cushman and MoUy urged Gcoigc to end his concern, to
go home and have a pleasant week-end and .said that they would
find out what had happened to Mi. Stewait. They found linn in
Ins laboiatoiy, happily unaware of his tmancy of the previous
afternoon. He became concerned and distraught about his failuie
to accompany tlie group on their field tiip.
“I feel very uncomfortable about this, Mr Cushman,” he ex-
plained, "but there was such confusion and there were so many
changes about tliis trip drat I didn’t understand it was to have
been yesterday.”
“You received a note about it, didn’t you, the first part of last
week?” Cush asked.
‘Yes, I did. That was the third time the date had been changed
and I ]ust put it tentatively m my mind, intending to check with
some of the pupils. Then later in tlie week I mot some of the
boys and gnis m the Botany Club in tlio hall and they said it
was postponed again.”
“But you didn’t check with the office?”
No, I didn t. Eeally, Mr. Cushman, we receive so many notes
from different sources that it’s difficult to keep up with all the
changes. I have to come to school every Saturday morning to
catch up on reports and records, and to stiaighten my work
before I can begin teachmg school the following Monday.”
“Where is the note you received?” Cush asked.
“It’s somewhere fliere on my desk. I’m afraid that Tvo mislaid
It. But tliat was not the reason why I didn’t go yesteiday. It was
a misunderstanding about the date,”
Theie was no question that Mr. Stewart regretted die incident
and was unhappy and concerned about it, offering to get m touch
widi the parents and to accept the blame.
The Teacher Believes in die Administrator 17
After leaving the science laboratory Molly and Cush continued
to discuss the incident,
“I don’t feel that this situation was Mr. Stewart’s fault al-
together, do you?” Cush asked Molly.
“What do you mean?”
“Well, I guess I should have gone to his room to make sure
everything was aiianged,” Cush said.
“It seems to me that you can’t act as a teachci’s nursemaid, but
on the othei hand I don’t feel diat it was his fault, either.”
“Whose fault was it?” Cush wanted to know.
“Was it a question of ‘fault’? I should say it was a misunder-
standing.”
“But we can’t afford to have misundeistandmgs like that. It’s
difficult enough to please Hampton without having anything of
this kind happen And our pupils know how tlioir paicnls feel
about the school, too.”
“I’m sure that they do,” Molly agreed,
“You’ve been here several weeks now, what do you thmk about
our school?”
Taken unaware, Molly hesitated. She realized that giave doubt
had caused Cush to ask the question. “I don’t feid that Tve been
here long enough to come to any conclusions. I do appieciate,
your attitude toward the teachers very much,”
"But m some ways I’m all wrong in ray mot]iod.s. Eleventh-
grade kids should have been able to go on a trip like that witliout
having a ‘chaperone.’ They could have collected .specimen of
evergreen trees instead of going wild. Oui pupils aic irrespomsibh;
and have bad attitude.? towaid the school, our tcaclicis are de-
fensive and antagonistic toward the community, and the com-
munity is against all of us.”
“Aren’t you making it a little worse than it is?” Molly asked.
No, I dont tlimk so, I think I’m being honest and realistic
about it. Ml. Monow says I should be more lenient with the
pupils and that I should crack down on the teachers and make
tliem do what they’re supposed to do,”
18 An Approach to Guidance
“That’s not easy sometimes,” Molly said sympathetically.
“It isn’t easy and it isn’t even possible-for me. If that’s tlie
kind of person I have to be to succeed in education, I’d better
change professions.”
25 “That would be a loss to the field of education,” she said simply.
Later tliat morning Molly and Cush discussed Friday’s incident
with Ml Morrow.
“Did Ml. Stewait understand that he was to go? Did he have a
record of that field tup?” Mr. Morrow inquired
‘Yes, I sent him a note the fiist part of the week. There had
been several changes about the date of the trip, but he said that
he had been so busy he had mislaid tlie note among some reports
that were due on Fiiday. He said that some pupils had told him
the date was postponed again.”
“This is unfortunate, but it would have been very bad if any
of the children had been seriously injuied,” Mr, Morrow said,
seveiely. "Some explanation will have to be given the parents.
I don’t know why teachers can never get things shaight.”
26 “I wonder, Mr, Cushman, if the ideas you suggested a week or
so ago about yearly teachers’ manuals and a weekly schedule
would help coirect pioblems such as this one?” Molly asked. ‘Tt
seems that the teachers do receive many notes fuun dilfercnt
sources, many announcements about programs and scheduled
changes, and it must be confusing. Your idea of a manual of in-
structions in which you clarify their obligations and the re-
sponsibilities of die office sounds wondeifnl.” [110]
Cush was pleased. “I believe it would save me .some hoaclaches
and die teachers, too, if I got out a yeaily manual or handbook
of teacher directions to be placed in the hands of all teaclieis
giving them instructions about dates, niles, and regulations and
making dieir responsibilities clear. [47] Then I had thought it
would be a good idea, too, to have a weekly schedule giving
announcements of assemblies, field trips, and otlier routine plans.
These reports would be placed on die bulletin board of each
home -1 oom and every class could do its own reading.”
The Teacher Believes in die Administralor 19
"That sounds like an excellent plan,” Mi. Mon-ow agiecd “Then
they’d have no excuse foi then mistakes.”
Molly said, “I believe the teacheis would like it. Most ot them
resent having then class lessons mlenupted"
‘We would still have a daily announcement,” Mr Cushman
continued, “but that could be placed on the bulletin boaid of each
room, too.”
“But teachcis will have to realize their own res|ionsibilities
about leading the manual and the weekly schedule,” Mr. Morrow
said, flimly.
“That’s no moic than fan,” Cush agiccd.
“While were talking about teachers,” Molly said, 'Td like to
discuss some ideas I’ve been developing to deci case the amount
of time tliey spend preparing reports and doing cleiical woik.
I have been wondeiing,” she went on, “if some of oin commcicial
students couldn’t take over some recoid-kecping foi oiii tcaclicis.
It seems to me that there is much office woik ni each loom whicli
could be assumed by these students as pail of thrir tiiiiiung for
future office employment. I’ve talked it ovci with (he commcicial
teacher and she says that education for this woik could be in-
cluded in one of ho classes.”
“Do you think the students would learn fiom such cxpciicnccs?”
Ml. Moirow asked Cush.
“Yes, I think so,” Cush said, enthusiastically. “I would suggest
that we talk it over with our teachers, gel their reactions, and
go ahead with it if they’re interested and willing to do their
pait ”
“They would be leheved of .some of the clerical w'ork theyVe
been doing and would then have time to do more important
woik. If we could begin teaching pupils this woik right away, it
would be possible to provide so much iclief for teachcis nevt
semestei tliat some of them could do a little homo-room guid-
ance,” Molly said
She then discussed a plan in which each teacher would have a
home-ioom gioup the fiist hour and would bo incicasingly ic-
20 An Approach to Guidance
sponsible for the guidance of the pupils in the group. She ex-
plained a simple, but tlioiough, system of record-keeping to be
filed in the home-rooms, a caibon copy going to the office, these
files to be developed and maintained about each pupil and by
each pupil.
"Home-room teachers would tlien be fiee to do moie counseling
with pupils and to have more interviews witli paienls,” she went
on. "And it would be a step towaid the development of a real
home-room guidance plan m which tire teachers would diiect
the educational woik of the students and begin a coitam amount
of remedial work.”
“I appreciate your getting into pupil guidance as quickly as
possible, Miss McLane,” Mi. Morrow approved.
"It sounds mighty good to me,” Cush smiled.
"I believe that the teacheis will be encouraged by the admin-
istrative plans to leheve them of unnecessary loutme woik befoie
giving them some responsibilities for pupil guidance, too,” Molly
said.
"But we’re going to expect much moie important tilings fiom
diem,” Mr. Moirow continued to be firm.
The teachers were delighted when they hemd of the plan for
a yearly handbook, or manual, in which lules, instructions, and
tentative dates would be listed. They realized that the weekly
schedule, which would confiim dates and would be placed on a
bulletin board in each room, would constitute their official notice,
and that they would be held responsible for knowing evcrytliing
appearing in it
They were also enthusiastic about the idea of teaching some
advanced commercial students the clerical procedures of the
school and of being lelieved of some of this detail work, Mr
Cushman admitted to Molly that he had never in all his years
as principal of the school seen them so animated about anything
before.
"I think it’s wonderful that you drought of this, Mr. Cushman.
You have certainly won their appreciation."
The Teacher Believes in the Administrator 21
“Tlie idea of teaching our advanced commercial students our
procedure was youi idea, Miss McLaiie,” he reminded her.
«
Several weeks later a series of incidents happened which
caused some concern among the Hampton High School teacheis.
One afternoon theie was a great disturbance in the gitl's lest-
room. A giil who had lecently come to Hampton fiom a iirngli-
boring city had an eiiileptic attack Molly and Margaret Webster
were visiting the homes of some ti-uant cases, and the teacheis
who weie in the gnls’ lest-room, wheie the seizure took place, did
not know what to do with hei. Instead of allowing the pupil
complete freedom dming die attack, they tiled to control her
spastic behavior and anothei giil was thrown agaiast the wall
and huit Molly and Maigaiet did not aiiive at the school until
after die seizure was ovoi and the gnl had been placed on a
couch. The incident caused much excitement among the teachers.
It was followed by anodiei happening which caused even more
concern among them.
That same week. Mis. Vaigas, an encigelic lilth' Spanish
teachei, became ill vciy suddenly and Dr. Evans, the .school
physician, was called He spent .some lime with Mrs Vaigas, and,
after making her comfortable, he stopped just outside the dooi of
the rest-ioom. It was plain that he was gicatly annoyed when ho
spoke to Ml Cushman. Scvcial teachers stopped to iiiquiu; about
Mis. Vaigas and they, too, heard hi.s remaik.s.
“There was no need foi this to happen. It is pcifcctly ridiculous
for teacheis to be so caieless and to have so little thought about
their health. It could have been pieventcd with little tiouble and
some caution. As it is she will be out of school at least a month,
of not longei .”
"What’s wiong with hei?” one of die teacheis asked.
“Phlebitis,” the doctor leplied.
"I thought that only young modiers got tiiat,” the teacher pur-
sued.
22 An Approach to Guidance
“That would haidly explain why men have it,” the doctor said,
with a wry smile.
The lunch-table conversation buzzed with excitement that da)'.
What was phlebitis? How did people get it? These and many
other questions absorbed tire teachers’ inteiest tliat day at noon.
“I wonder how Mrs. Vaigas got phlebitis,” one of the teachers
said.
“She probably has been on her feet too much,” Miss Norman
said, tartly.
“AU teachers are on their feet a great deal,” someone else vol-
unteered. "That is part of our work.”
"How long has she been teaching?” Sally Miller, a vivacious,
new teacher, asked
Miss Webster answered, “Sire’s been with us about eight years.
I believe that phlebitis fiequently follows an opcialion, child-
buth, or anything which has interfered with blood ciiculatiori.
Mrs. Vargas had an appendectomy about a year ago, and since
then she has probably been on her feet moie than she should
have been.”
“I knew a man once,” Miss Miller said, conveisationally, "who
got phlebitis aftei going hunting. He was shot accidentally on the
trip and the doctor had to make a number of rncisinns to gel the
gun-shot out from under tire skm. I wonder if his phlebitis wa.s
caused by the gun-shot wound, exhaustion, or being on his feet
too much. He is an employee in an office and he certainly isn’t on
Ins feet as much as we teachers are.”
“I believe theie aie a number of things which contn’hulc to
it,” another teacher volunteered. “I think some people’s blood is
inclined to clot too quickly and others won’t clot at all, as m
hemophilia.”
“You know, I’d like to be more informed about such things,”
Miss Miller said “I drink I should have been a nurse, or a doctor,
instead of a teacher.”
Id like to know more about the illnesses of teachers,” Miss
Norman sard “It seems to me we’re a pretty unhealthy lot.”
The Teacher Believes in tlic Administrator 23
“Oh, no,” Miss Miller aigucd, "teacheis aien’t any more un-
healtliy tlian anyone else.”
“I don’t think so either, do you, Molly?” Margaret Webster
asked.
“Studies show that teacheis aic as healthy as people lu many
other piofessions and aie even in hettci physical condition than
people in some vocations,” Molly ansvvcied. [187] She paused
for a moment. “I have known a numhci of gioups of leachcis
who have oiganized classes undei a good physici.ui so that they
could study some simple health pioblcms and what to do about
tliem."
Sally Miller responded quickly witli, “I tliink tliat’s a swell
idea. I wish we could have one.”
Miss Wcbstci added, “I would be in favor of it, paiticnlaily
if we could find out moie about health pioblcms peculiar to
teachers.”
Thcie was an animated conversation about the possiblhlics of
a class in health and Molly described the oigani'/alion and func-
tioning of classes of this kind with which she was familiar.
"I wondei if it would bo a good idea,” she asked, "to discuss
this with Mr. Moiiow^"
Molly’s icmaik was cold water to the discussion. For a second
there was complete silence and then Mis.s' Norman said, "This
class would bo our own business and not any of Mr. Moi row’s
affaii.”
“I don’t see any reason to discuss it with him,” another older
teacher remaiked, looking at Molly with a peculiar expression.
There was a long silence and Molly felt a wall coming between
herself and the teacheis. Finally she said, “My only reason for
suggesting It was because I think it is to our credit that we want
the class. I have also knovra superintendents who discussed
classes of this kind with tire Board and the Board agreed that die
school should stand the expense.”
For a moment tliey appraised her, and then, apparently satis-
fied, they suggested that she take it up with him, Molly de-
24 An Approach to Guidance
muned, saying, “I tliink it would be better for a committee of
teacheis to talk with him. I’ll be glad to be one of the com-
mittee.”
Three teachers, including Molly, went to see Mr. Moiiow.
As they talked, he leaned back in his chaii- and watched them
closely. He lealized tliat it would be wise foi him to accede to
their plan and said, "I believe that Di. Evans could leach this
class. He has been die school physician foi a number of yoais
and has much infoimation about tlie teachers' health pioblcms
of our system ” He paused for a moment, then said, ‘ Suppose
I take It up with die Boaid. You just let me handle it. Pci haps I
can get them to finance die class for you.”
The conflicts between Mr. Monow and his teacheis were be-
coming more appaient to Molly, and she realized that he would
capitalize on their idea by making himself the benefactor towaid
whom they should be obligated.
She had a long talk with Mr. Cushman about it. ‘Tm soiiy,”
she said, “but I should have realized diat they prefoned to make
their own plans about the class and would even prefer to pay for
it themselves.”
“It’s the first time our teachers have ever decided that ihctj
wanted a class.” He looked at her and smiled wiyly. “Do you
dunk you understand our problems a little better?”
“I think so and I regret diat I made such a blunder,”
‘Tf you’re like the rest of us, you’d make a great many more,”
he said, kindly.
“I probably shall, but not the same ones twice. And everything
can’t go too smoothly. The teacher’s path is much easier if the
emotional climate developed through the administiation and
carried right straight down is conducive to healdiy growdi,
but . , .” she paused,
“But— what?” Gush challenged.
Its still possible to work out other situations,” she answered.
The Teacher Believes m the Administrator 25
BIBLIOGRAPPIY
GiUFriN, J. D , Laycock, S. R , and Line, W., Mental Ihjgicnc; A
Manual for Teachers (New York: Ameiican Book Company, 1940).
Contains cliapters on Mental Health; A Challenge to Education, The
Nature of Development; Symptoms of Poor Personality Uevelopiiient;
The Diagnostic Approach to Classroom Problems; Limited Mental Ability;
Physical Handicaps, The Home and the Comrnimity, Problems of Orgaiii/a-
tion and Administration; The Teacher, Mental Hygiene; Services and the
School, Education and Mental Hcaldi.
Tliore IS much stress on preventing maladjustment and “poor personality
development” in this book through the "active participation of supervisors,
principals, and teachers, and, indeed, of parents, in setting the stage and
creating a favorable environment for wholesome . . development ” Tlio
book emphasiyes the preventive school environmental factors which aro
conducive to wholesome child growth as well as wholesome teacher growth.
National Education Association, Learning the Ways of Democracy
(Washmgton, D. C.. Educational Policies Commission, 1940).
Tins book contains chapters on: Tlie Hallmarks of Democratic Education;
The Course of Study, Classroom Teaching; School Activities m the Com-
munity; Administration; Evaluation of Outcomes; Things to Be IDoni*, and
Where Stands Your School?
Tliis volume is a case hook of “effective programs of en'ic education in
a selected group of secondary schools " Chapter VI, “Admiiiistralion," is
particularly apphcublo to the points brought out in the preceding chapter
of tins book It presents a series of cases showing how administrators and
teachers have developed a democratic way of woikiiig together.
PnALL, Chailes E., and Cushman, G I.c'slio, Teacher Education in
Service (Washington, D C.: Amcricim Council on Education, 1944).
Prepaied foi the Commission on Teacher Education.
Cliapters included in the book are- Introducing the Coiipcrative Study
of Teacher Education; The Planning Body and Its Relation to the Program
of Study and Action; The Work of School Policies, Councils; Study Groups;
School Systems, Workshops; The Individual School in Curriculum Develojj-
ment, Personnel Study as a Means of Improving Staff Relations, Coopera-
tion Among Related School Systems; A Countrywide Study of Communiy
Problems, Lessons from the Cooperative Study of Teacher Education, and
Thoughts About Taking Hold
The volume is a comprehensive, analytical study describing the work
of fourteen school systems or system clusters in a cooperative study of
26 An Approach to Guidance
teacher educabon. “It has been organized m terms of techniques found to
be particularly fruitful for releasing the powers of teacheis in service,
facilitating their continuous growth, and leading to significant program
improvement” (p v),
PuEscoTT, Daniel A., Emotion and the Ediicatiw Froccss (W.isliington,
D C Ameiican Council on Education, 1938),
Chapters on Basic Affective Phenomena; Physinlngicnl Basis of Affective
Experience and Behavior, Palteining and Tiainalnlily of Alfeclivi' Behavmi,
Afieclive Matnnty; Basic Peisonahty Needs and Conditions Which Frustrate
Tliem, Affective Behavior and Contemporary Social Institutions and Proc-
esses, (The Influence of Affective Phenomena.)
There is much practical, condensed information in ibis booh It stresses
parbcularly tlie environmental factors witliin the scliool winch facilitate
a wholesome teacher adjustment The needs of teaclu'rs whicli must be met
through school administration and policy aro discussed clearly and leal-
isbcally
Ryan, Car, son W , Mental Health Through Education (New York, Tlie
Commonwealth Fund, 1938),
Contains chapters on Modem Knowledge and Human Behavior, Tlie
Teacher’s Personality, The Children m die School, Seliool Ihindioaps to
Mental Health, Present Lacks in Teacher Education, Toward Better Educa-
tion for Teachers, The Scliool Curriculum; School Adminislraliim, Special
Services for tlie School Child, Family and School, Community and School*
Next Step
This book is included in this hibhography because of the thorough
desenpbons of sound educational practices and particularly bemuse of the
excellent chapter on admmistiation It sets forth, m no imeerlain l(-rms,
die responsibility of the adinimstrator for the mental health of tlie teachers
and of the school The attempt to answer the question, “How does educa-
tional practice today, at every level and for eveiy type of education, .square
widi what IS IcnoTO of mental hygiene, and what furdier advances can be
made? is particularly good (p. vu of Preface.)
CIIAPTE-R III
Tlic Tcachci Believes in Herself
One moi-ning scvoial weeks lalei Mi. Cushman, Mis.s Webster,
Ml. Fletchci, a sophonioic counscloi, and scvcial others who
weie concerned about attendance records met in Molly's ofric(‘
to discuss then new plans foi keeping lecoids. [M3] Tlu‘ meeting
was stimulating to both Cush and Molly and they discussed
future plans for a few moments after the otlieis had gone.
Cush gathered his sample copies of blanks and was just leaving
when a touscled head appealed m the domavay and a thin voice
piped out, “Miss Nonnan said I’d find you lieie, Mi. Cushman.
I’m out on my car again.”
A diminutive figuio with yellow cuils and wide innocent lihie
eyes entered the room. A soft pink sweatci added to the bit of
femininity.
“Jeanio, I don’t know what I’m going to do with you.”
“Hello, jeame,” Molly said, waimly
“Hello, Miss McLano,” jeanie said, trying to smile.
“Now, what did you do this time?” Cush sighed.
“Honest, I didn’t do a thing in her class She’s just in a bad
mood again today, All I did was to ask Eddie what lime he'd he
over tonight while she was talking. And it made her soic, So she
ripped me apart in no less than ton flat, right before the class,
too. Made me feel as low as a heel,” Jeanie said, petulantly.
“Urn hum, and then what did you say?”
“I-well~I really didn’t say anything to her. I sort of mumbled
something to myself and she heaid me. But she wasn’t supposed
to heai me,”
28
An Appioach to Guidance
“And what did you say?”
“I really didn’t mean it, Mr. Cushman. It was something about
a— a battle-axe.”
Molly became engrossed at her desk suddenly and Cush,
coughed and stroked his chin.
“So Miss Norman tlien sent you to find me?”
“Yes,” Jeanie said, “Honestly, I didn’t mean anything by it,
Mr Cushman.”
"Would you like to talk widi Jeanie about it. Miss McLane?”
Cush asked.
“Why, yes, I’d be glad to. Suppose you help me put these books
back on the shelves, Jeanie, and we can talk as we work,” she
said, as Cush left lather hastily
32 ‘What seems to be the trouble between you and Miss Norman,
from your point of view?” Molly asked, in a matter-of-fact way,
33 ‘We ]ust don’t hit it off. Of coinse I never could get math, and
I guess I’m sort of dumb m there. I had hei for math last year,
too.” Jeame talked at length about her difficulties with math,
urged on by Molly’s warm undei standing. Tliey became very
confidential.
‘Very few of the kids like her. But, of course, she doesn’t
know that,” Jeame said.
‘Why don’t they like her?”
Shes too crabby. And she needs to get herself dolled up a
little, Honestly, Miss McLane, she has diiee dresses each winter
and she wears one a week, changing tliem each week. And they
all look alike. And gee— I’d hke to do something with her hair.
And her disposition . . . she sighed, “golly, what a mess.”
“And what do you intend to do about your trouble?” Molly
asked.
^ Gee, I dont know. I suppose I should go in and apologize.
It s about time for this period to be over. But I’d radier go into
a lion’s den Will you talk with her. Miss McLane? I’ll bet a
dollar to a doughnut that you could make her see reason.”
Dont you thmk that you should settle your own problems?”
29
The Teacher Believes in Heisclf
“Well,” Jeanie said, slowly, “I guess so” 34
“Do you really dunk that you were justified in calling her that
name?”
Jeanie buist oul, “No, and I’m soiiy. I guess I lost my temper.”
“What do you think you might do to work out youi pioblein
with her, Jeanie?”
“Gosh, I don’t know. I giu'.s.s I was iiide to whisper to Eddu'
while she wa.s talking and peiliaps I should apologize,” Jeanie
said, dislasteiiilly
“Would it do any good to apologize if you feel like that about
it?” Molly askc'd, noting the expiession on her face
Jeanie laughed and said, honestly, “No, I guess not” Her face
brightened and she continued, “But I’ll try to do bellei in theie.”
“I’m Slue that if you apologize in i1k> liglit way and do your
pait tliat something can bo worked out," Molly said, kindly but
fiimly
Molly was surprised when Miss Norman came into hoi office,
diat afleiuoon.
“I hope you laid the law down to Jeanie,” she said, crisply.
“Wo had a little discussion about it," Molly said. “Did she come
back in to sec you?”
“Yes, and sIk' apologized, very nicely, m f act. But that means
nothing to Jeanie."
“She was most ngreealilc about beljiing me rearrange some
books after a meeting wo had in here this morning.”
"Yes, she would be. Tliat meant getting out of woik.”
“I’m veiy proud of my books Would you like to come in
sometime and take a look at them?’’
“Oh, I’d like to. I haven’t had much time for leading. I’ve had
my sister’s two children living with me ”
“That must have kept you rather busy IIow long have you
had them?” Molly asked in an interested way.
“I’ve had diem foi twelve years, since my sister and hei hu.s-
band wore killed in a wreck, Mary is seventeen now, and Jirnmie
is nineteen.”
30
An Approach to Guidcance
“It was a wonderful thing for you to do,” Molly said.
“Nonsense! It was the only thing to do.”
“Theie are many hardships attached to something of that kind,
and I think it was very generous of you. Won’t you sit down and
visit for a while?”
“There are hardships, or rather tliere were,” Miss Norman said,
sinking into a chair. “Maiy is away at college on a .scholarship
now, her fiist year,” she went on, with a smile, “and Jimmie is
working for a year before he goes to engineering school ”
"Tell me about them, wont you?” Molly said, waimly
For an hour Veia Norman poured out the story of the love and
affection she had lavished on her sister’s two children, also the
story of her own unhappy childliood, her mother’s death in her
fouiteenth year, and her life in her giandmothei’s home. Molly
noticed her hair, combed straight back fiom a plain, square face,
her long, angular body, accentuated by the severity of her dress,
and hei stooped, weary posture, her feeling of inadequacy being
protested in a crisp, brittle voice.
“And what are your plans from here on?” Molly a.sked, gently.
“I don’t know. It has been such a long time since I haven’t had
the care of both of them. I had thought of taking the year off,
but I don’t believe I’d like that”
“Are you going to do some tilings for yourself?”
“Such as . . . ?”
Oh, go to some shows, and be good to yourself. Treat your-
self to a little fun.” [2]
Vera sighed “I was so busy before school started getting Mary
off to college that I hadn’t thought much about it.”
“After alj of this hardship . . .”
Vera interrupted. “That’s the trouble. I have thought of their
care as hardship and deprivation all along. I economized when I
didn’t need to because of the way I felt about it I’ve stinted on
clothes and food because I felt poor, not because I needed to
economize And now that theyVe almost grown and about to
build lives of their own in which I won’t be so impoitant, I
31
Tlie Tcaclicr Believes in ITei.sclf
realize what those two childicn have meant to me, [ wish I could
do it all over again and be more gcncioiis with them and with
myself than I have been I worship them and I believe that they
love me, too,”
“Of course they do,” Molly said, with feeling. "And they have
a light to lovo you.”
“And I know that it’s W'rong foi me to hold them to int' ” Vt'ta
continued, intensely "I must become inteiested in soinetluiig else,
anything which will absorb me so that 1 can begin to release
tlicm a little ”
“How about your work here at school?”
"Tliat’s out of the question I’m afraid it’s— just a joh.”
“It’s piobahly wise to lecogmze the reality of the situation
which exists now, so wouldn’t it seem wise to recognize the reality
of a .situation which could exist?” Molly asked willi a challenge
in hei voice. “If the children could see thk side of von, tliey
would change their minds. You probably feel nneonifcn table
aioiind them, too.”
‘Yes, T feel that they’re criticizing me and that they don’l like
me, Of course I’ve always had the feeling that people cloii’l like
»>
me.
“Could that he because you don’l like yourself or rather that
you don’t adiniie yourself?” Molly asked, with some eoneerri,
“I don’l know Tliat’s a new way of looking at it. Claia Ander-
son and I talked about going into .something other Hum lesiehing
this fall, but I think both of us really like school woik. And wo
thought that wc .should .stay on for another year,”
“If the pupils could only have a chance to see yon as you are
now—” Molly went on.
“That wouldn’t make any difference. Tliere arc too many thing, s
they dislike. Of course, I have some friends among die childien,
too”
‘Tm sure you do have. Tell me one simple, specific thing that
you feel that they criticize,”
"Well, clothes, for example,” Vera said; T tell myself that I
32 An, Approach to Guidance
don’t have the money to dress like some of our teachers and I
don’t mtend to take it fiom Mary and Jimmie.”
“Of course you don’t. But how do you feel about youi personal
appearance?” Molly asked, trying to be unpeisonal.
“Well,” Veia said, with some feelings of antagonism toward
those who had criticmed her, “I think that evciy woman would
like to be atti active. That’s out of the question foi those of us
who aie tall and skinny.”
“It seems that all of us have something about our personal ap-
peaiance which we should like to change, but about which we
can do nothing. I’ve tried so hard to lose weight, but every effort
^ has brought some other complication. As you say, every woman
would like to be attractive, te it seems that we have to accept
ourselves in some ways just as we are.” [21]
“Exacdyl” Vera said, with emphasis. “So why should I be con-
cerned about what a group of childien say?”
“But one can still be attractive regardless of a handicap. And
I wonder if we can always be sure that we can’t do sometliing
about our problems,” Molly said, in an inquiimg tone.
“Well,” Vera said, ciisply, “I’m sure that I can’t afford to buy
the kind of clotlies tliat I’d like. It’s definitely out of the question ”
“I have some excellent books on how to dress inexpensively, yet
43 attractively,” Molly said, as though she tliought of it for die fiist
time, walking over to the bookcase. “I’ve thought about this same
difficulty for a long time and have bought some of the be.st books
I could find on personal appearance. 'This book,” she continued,
taking one from the shelf, “is a dandy on the very problem you’re
talking about Of course, it may not tell you anything you don’t
know, but you can glance through it m the next few days if you’d
like. You might get an idea here or there. It has suggestions for
tall people, short people, thin people, heavy people, blondes,
brunettes, and redheads. And there is an excellent chapter on
how dressmg attractively helps one feel more prosperous.”
“I don’t know when I’ll have a chance to read it.”
“Oh, just look through it and see what you think of it. Td like
Tlie Teacher Believes in Herself 33
to know your opinion. I believe cveiyone would have a better
idea of how she should dress after reading tliat book. I have
otheis that aie good, too "
The next few days were somewhat uneventful. Although Molly
assumed many duties of the director of guidance, .she .surprised
the teachers by offering no icvolutionaiy dumges and by not
advocating a dofiniLo program, or plan, of guidance. [210] She
said that she was 'Teeling hei way into the job.” Molly made
some friends among the teachers and there were other.s who
seemed cordial, but she knew that they intended to keep hei at a
distance. Ilowevei, she did not press her friendship. She did
wonder what tlie teachers wcie saying to each other.
« » «
One moining in the middle of the first period Cush appeared
suddenly in her office.
“Miss Anderson, one of our English teachers, has walked out
of her class and gone homo. Could you go up and take over until
the end of this period? I’ll make other arrangements after that,"
Cush said.
"Why, yes, I’ll be glad to,” Molly said, with no hesitation.
‘Tou might find out what’s wiong up there while you’re with
the group,” Cush added. lie told her about the class, which was
having more difficulty in Miss Anderson’s room than anywhere
else, and, although the group as a whole had had difficulty for
some time, their behavior in Miss Anderson’s class had been very
nonconforming.
As Molly entered die room bedlam met her eyes, The class
was in complete disorder. For a moment she stood and surveyed
the scene. Most of the pupils went back to their seats, some of
them stood by the opened windows, and one tall, overgrown
boy made a remark which caused a general ripple of subdued
laughter. Molly knew that she was tlie subject.
She walked to the center of tlio room in front of the desks
without saying a word, waiting for complete order in the room.
34 An Approach to Guidance
Finally she said in a deep, firm voice, “I tliink tliat most people
like otheis to laugh with them, but not at them.”
The loom was very quiet for a long minute In the same calm
voice she told tliem that she wanted to got their point of view
about the tiouble in the class. No one responded, She called on
John Wayne, the class president, and asked him why the gioup
reacted as tlrey did.
“Oh, I guess we’ve been wild in here ever since school began.
We had Miss Anderson last yeai, and, well, we had some tioubles
then. Then when we had her again...” He paused.
‘What has happened this yeai?” Little by little Molly pieced
the stoiy together.
They had begun shooting spit-wads out of tlie windows the first
week of school and evidently someone had said something to
Miss Anderson about their being on the grounds, so after that
she had closed the windows when this paiticular class had come
m. This had made the pupils angry and then tlicy had started
shooting them around the room Miss Anderson had become
angry and had scolded severely. The situation had become worse
and finally, when they began shooting them at her and she had
been hit, she had left the room and had gone homo.
Molly explained that the only way to understand a situation
of this kind was to talk with them about tlie tioublc as well as
with the teacher. When die pupils realized that she was trying
to be impartial and was i eally interested in their reactions, theii
storm of piotest was unleashed. They complained of Miss Ander-
son’s talking to the pupils with little respect foi them, [61] pai-
tiahty toward certain individuals, [36] nervous habits in moving
around die room, her high-pilched voice, and other chaiac-
teristics,
“But it wasn’t all her fault. Miss McLane,” John said. “We
found diat we could get the best of her and we took it loo far.”
Molly discussed the situation later with Mi. Cushman who told
her that Miss Anderson had been, at one time, one of their best
teacheis and that pioblems in her home had recently become so
35
The Teacher Believes in Herself
gieat that they had affected her teaching. Molly waited a day
for Miss Andeisnn tn legam self-conliol, tlien visited her liome.
It was a .small hoii.se, set far back on a pooily kept lawn, a few
straggling floweis banked against it.
Miss Aiideison was not cordi.il in hei attitude toward Molly.
“I lealizo that yon don’t know nic very well,” Molly said, silting
down in the living looni, “but I wonder if iheic is anything tlu'
school can do to Ix' ol help?”
“The scliooll They’io not inteiesl(*d in me. I’ve langlit in the
Hampton schools foi fifteen yeans and each yeai lia.s been woise.”
“What has been the liouble?” Molly a.sked, kindly.
"Evciytliing. There’s no need to go into that. They’ll have' to
release me fiom my coiitiact. I’ll g('t a Icltei fiom oui doctor.”
Ts that what you really want?”
‘Tesl I’ll have no inoio school woik to do at night, no inoie
committee mc'etings.. sin* bioke olF, qniekly.
“JIow did you feel about Icsiobing yi'ats ago?”
Miss Andeison was quiet for a few nniiiites and then said with
restraint, ‘T was a stauy-eyed idealist when I caitu' out of eolh'ge
and I thought I .should find seoniity and peaei' in teaching I did
enjoy my woik foi niaiiy yeans, but lately it has become iiubeai-
ablc. I’m taking the only couise left open,”
“But you wi.sli there wen' other courses wliieh you might tukel”
Molly made the statement sollly.
“I don’t know. I don’t know wlial I want. I’m too tired and ton
confused to know what I think.”
Just then a lasping voice ealled fioin another loom. Miss An-
deison jumped nervously and said, “Will you c.xcuso mo, please'?
It’s my inothei.”
“May I wait for yon?” Molly asked.
“If you wish,” Chua Andeison replied, witli no warmth in
her voice
It was some time before .she icentercd the room. 'Tin sntiy
to have kept you waiting, hut my modior is ill,” she said, closing
the door sollly behind her.
36
An Approach to Guidance
“I’m sorry. Has she been lU for some time?’’
“Yes, for almost two yeais.”
“That explains many dungs.”
Clara Anderson was ^uiet for a moment, then she burst out,
“It explains everything.”
Molly leaned forward. "Miss Anderson, we need you at school.
In fact, we need you very much.”
“That’s difiScult for me to believe,” she answered, with some
restramt.
“Do you feel that the situation is hopeless?” Molly asked, sym-
pathetically.
“Yesl” Clara answered stiffly, after a pause.
“Mr Cushman feels tliat you were a good teacher and that if
these emotional problems about your mother could be sbaight-
ened out you could teach right through until tire time came for
retirement.”
“There is nothing that can be done,” Clara said, in a dead
monotone. “I should have solved the problem long ago if it could
have been solved. I hate my mother for the way .she has mined
my life,” she continued, calmly, “but there’s nothing to be done
about it now. It’s an awful thing to say about your mothei, but
it’s tnie”
‘Tou must feel justified in your reactions to her. She has prob-
ably destroyed your happiness.” There was no answer and for
a long moment there was silence. “She kept you fiom manying?”
Molly asked the question more as a statement.
“Yes, but the double started long before that. I was afraid of
her when I was a child and she dominated my life completely. , . ,
I didn’t have the courage to run away witli Jim.” Her voice
dropped to a whisper. “I’ll always be chained to her, even after.
The doctor says she can’t live more than a yeai. But she’ll hold
me to her even after she’s gone.”
“Do you want to be chained to her?”
No, she replied, cahnly, “but I wouldn’t know how not to
be.”
The Teacher Believes in Herself 37
“The main thing is whctlier or not you want to be free,” Molly
urged.
“I gave up hoping a long time ago, but it's what I’ve wanted
all my hfe,”
“And you have one year to work tliis out?”
“One year to undo thirty-sixl Impos.siblel”
“That depends on you.”
“I couldn’t .send her to a hospital as long us I can take care
of her. That would be worse than anything else. She would ncvc'r
stop telling me then that I had neglected my duty to her. Tm
afiaid I would even dream about her.”
"You aie the only one who can determine what your life is to
be. And you can still find happiness if you want it badly enough
to build it.”
“I’ve been tiying so hard to find my way through this con-
fusion.” She paused for a moment. “I’m almost afraid to look
forward to anything else.”
"Don’t you really want to come back to school?”
"I want to, yes, but— ihcie are so many things I do that are
wrong, I ]ust can’t seem to control myself. My pupils told me
that my voice is tciTible when I gel excited.”
"Have you ever hcaid youi voice on a iccording?”
“No,”
“The radio stations in Austin make them. And in the Speech
Depaitmcnt at Austin Univcisity they have some splendid re-
cording equipment, You’ll be surprised at your own voice, and,
aftei healing yourself, you can practice speaking more slowly
and calmly and in a lower pitch. Occasionally you can go buck
and have recordings made to see if you’ie impioving,”
"I used to have a good voice, but maybe it’s a little high now.”
Theie was quiet in the loom for a few moments. “What docs one
say on diose recordings?”
“Say the same things you would say in that first-period class.”
“Oh, that would be terrible.”
“You’ll hear yourself as the children hear you. Of course, tlie
88 An Approach to Guidance
excitement m your voice is indicative of the way you feel inside.”
49 “Yes, I know,” Miss Anderson said, staimg out of the window.
“I must get some control of myself.”
“Would you want to consult someone if these problems prove
to be too disturbing for you to meet the school situation with our
helpP”
50 “I have to do something. It’s been intolerable at home since
my motlier became bedfast. But I believe tliat if I can have a
little help with tliat one class in particular until I can see my
way though this, I’ll be all right. Why, I feel bcttei even talking
with you about it.”
“It does frequently help to discuss one’s problems with some-
one, but of course talking it out has to be followed by constructive
guidance at times Suppose I discuss future plans with Mi. Cush-
man and you might stop in my office the first period in the
moniing.”
“That would be fine.”
“Shall I see you in the morning?”
There was a pause and then, “I’ll be in your office a few min-
utes before school begins ”
Molly and Mi. Cushman talked for a long hmo that nftoinoon
about Claia Anderson.
"She was one of our best teachers some years ago,” Cush said,
“and I wish she could get back on her feet again ”
“I’m not sure about what I should do, Mr. Cushman,” Molly
said thoughtfully "She will have to get these hate feelings ex-
pressed and get a better perspective before shell change very
much [63] and she may even need professional counseling.”
“What does she think about it?” Cush asked.
“She’s wiUing to do whatever the school feels is necessary, but
she believes that, with some help with tliis one class in particular,
she may be able to go on.”
‘Why don’t we have someone else take that class for a few days
or at least until she feels she can meet the situation?”
“That would help tremendously.”
Tlie Teacher Believes in Herself 39
“Could you visit some of her classes and make suf!;g(‘stionsP”
“Yes, and we might plan to meet together occasionally. It may
be tliat having a good listener is all she needs to leheve the einO'
tionahty ”
“Wliy don’t you talk with her the fiist period for a few days
and you can find out much more about the situation?”
“I usually see some of the truant ca.ses fiom the pieci'ding day
the first thing in the morning, but I can sec them later”
“You know. Miss McLane, I don’t believe that this whole piob-
lem is the mother’s fault. Miss Anderson should have stood on
her own feet and made the kind of life she wanted.”
“It’s difficult to undcistand and it’s also very easy to blame
someone else foi all of one’s troubles. I ho]ie that Miss Anderson
realizes that some day. Bight now she blames her mother for
everything ”
“Wliat do you think is the heart of her pi oblem?”
"Well, unquestionably the mother has dominated hei life and
subjected Iku daughtei to ever)' whim and wish [211] I hope
that Mi.ss Andeison will plan to have someone caie foi her mother
so that .she can be* released for enough time to find relaxation and
pleasure for herself. I hojrc that she develops some social life,
that she gels back into studying and piogiessing m her piofe.s-
sional woik, and that she regains some of her old skill m working
with children.”
“Tlrosc aie woith-while objectives and I wonder rf she can
meet tlrem.”
"I behove tlrere’s a chance,” Molly said, as she started for the
door.
Vera Norman appeared at school one morntng in the same
dark brown dress .she had been wearing, hut it didn’t seem the
same. A gay beige jabot covered her flat chest and gave the dress
a distinctive appearance. A little brown felt hat with a beige
feather added to the costume and gave a certain note of chann
to the total effect. She met Molly in the hall and Molly smiled
and nodded her head.
40
An Approach to Guidance
"There’s nothing like a new hat to give your spirits a boost, I
always say,” Miss Norman piped and went on her way,
Molly mingled fiequently among the teacheis and became one
of them. They were attracted by die warmth of her personality
and the ready wit that was a part of Molly McLane, and they let
her know drat they looked for her at dieir meetings and in the
lunchroom.
Clara Andeison was back in school and was beginning to meet
some of the problems which had confused her. “I had begun to
thmk that I was different, that fheie was something vciy wiong
with me because I have felt as I have,” she said to Molly one
day, “but you have helped me realize diat eveiyone has fnistra-
tions and difficulties and diat the important thing is not what
happens to us, but rather how we meet what happens to ns.”
New undeistanding of herself and her feelings, and insight into
her difficulties had come to Clara Anderson through Molly’s
friendly, personal interest.
* » «
Late one afternoon Molly was in tho teachers’ icst-ioom wash-
ing her hands before visiting a parent when one of the youngci
teachers entered die room. Molly saw her thiough the mirror and
gave a cheery greeting. The teacher sighed and dropped into
a chair.
“Do you always feel well?” she asked, with some slight iiri-
tation.
“I wish I did,” Molly answered.
There was a pause and Molly continued, “I’ve heard several
teachers say that the children were particularly noisy today.”
"Yes, they were.” Miss Douglas looked at Molly with some
speculation and said, “I vdsh I had followed my father’s advice
and gone into business instead of teaching."
“You think you would have hked it better?”
“I don’t know. It couldn’t have been much worse.”
“This is your first year, isn’t it?”
41
Tlie Teaclier Believes in Hersdf
“Yes. And probably my last.”
"The first year is proverbially Uie hardest, Just what seems to
be the trouble?”
Miss Douglas and Molly talked for a few minutes with the SI
pnn l arrangement tliat Molly would come into her classioom and
observe her work.
When Molly went into her room a few days later Miss Douglas
had just reprimanded a seventh-grade boy for clistmbing the
girl in front of him. There was noise and confusion as Molly sat
down in a chair in the back of the room, observing the situation
carefully.
“Could you tell me a little about your student-tcachci experi-
ences?” Molly asked, when they met in her office after school bad
been dismissed.
“It was very pleasant and I was sure that I would ho happy
teaching. I had nine of the loveliest childien to teach dining my
training period. They were intelligent children who would never
have thought of behaving as these children do,” Miss Douglas
answered, giieved.
"Have you ever observed tiro teaching of a large class such as
we have hei e?”
“No. All of my work was with small groups in our training
school," Miss Douglas replied, too seriously.
Molly laughed and leaned back in her chair. “They must seem
like forty little hellions bedeviling you, then.”
Nancy Douglas laughed lieailily, the tenseness disappeared and
there was a complete change in her expression.
“You’re very pretty when you laugh,” Molly sard.
'T haven’t felt like laughrng lately.”
“No, I don’t imagine you have. It means a groat deal to you
to succeed rn your teachrng, doesn’t it?”
“Yes, I still feel that I should like it if I could find out what’s
wrong.”
“Do you realize that you frown while you’re teaching?”
“No,” Nancy answered, slowly. “Do I?”
55
42 An Approach to Guidance
“Almost constantly. And Aat would have some effect upon
your pupils.”
“It ceitamly would have. I didn’t realize that I frown in the
classroom. I wonder why?”
“It may be that you feel confused and insecure before such a
large gioup and feel unprepared to handle tlie situation.”
“That is the way I feel. I don’t know what to do with so many
children. Do you have any suggestions?”
“It might help you to hang a rather lai'ge mirror in youi class-
room and glance at yourself occasionally while teaching, just to
see what kind of an expiession you present to the children. And
the girls m your class wiU probably appieciatc it. You may need
some help m your teaching methods, too. How would you like
to obsei-ve some of the more experienced teacheis who are ac-
customed to working with large gioups?”
“That would be a very good plan.”
“You might get some ideas and suggestions.”
Molly and Nancy planned some expeiiencos which might prove
helpful in solving Nancy’s problems and the two women left the
school together.
Mr. Cusliman mbt Molly m the hall the following Friday. “Have
a pleasant week-end,” he said, in a genial tone. “By the way,” he
went on, “you seem to be doing a good job with some of our
teachers.”
“You mean . . .”
‘Yeia Norman is becoming very gay with her new frills and
Nancy Douglas wdl swear by you from now on. I understand that
Clara Anderson is getting hold of herself, too.”
“Don’t become too optimistic, Mr. Cushman Those teacheis
wanted to solve the difficulties they were having and weic amen-
able to any suggestions. Don’t expect the same results every-
where ”
"I wondet what will happen when some of the ‘die-hards’
lealize you’re succeeding,” he said, laughingly, as tliey walked
down the hall.
The Teacher Believes in Herself
43
BIBLIOGRAPHY
PiBSONAL ApI’EAKANCE
Byebs, Margaretta, Dc-igningWomcn (New York. Simon and Sclmster,
Inc., 1938).
Tho chapters in this liook iiulnde- Choosiuff Clolhes Tliat "Do” Somi'-
thing for You (ligur-ing out your Best lines, liow not to bo your ago,
disporting yourself, cte ); The ICtiquettc of Olothos (inmmors and eostiumv!,
color, dressing for oicasions), The Cost of (iloihes (budgeting for dollies,
big changes for siii.ill change, how to gel your money's worth ) j and Tlial
Indefinable Something.
Tills is a booh of the principles of design which “govern the art of
dressing” to tho individii.irs advant.ige It mdudes rules on tho etiquette
of dress, what to wear, when and with what, practical suggestions on cost.
It IS a frank, open approach ol self-evaluation in dress .ind wli.il to do
about it. The point of view is self-knowledge and honesty.
Cooke, Doiotliy, Tho FAiqucltc of Bcatttij (New Y^oik: Doubleday,
Doran & Company, Inc , 1927)
The chapters in tins book include' Who Wants to Be Beautiful, A Sort
of “Bloom on a Woman"; Eating for Health and Good Looks; Fashions in
Figures; A Beautiful Skin; Details of Perfoetioii; The Frame lor the Picture,
Tlie Perfume of Beauty; Tho Frame of Mind; and The Personahly of Beauty
Hero is a simple, direct discussion of making the most of one’s physical
assets, concerned more with a way of life than a way of dress Chapter II
is outstandingly good on health, reerealion, exercises for all kinds of needs,
and play. There is a splendid chapter on Uio care of the skin and all kinds
of shm problems, an mteuvsting diapler on peiliimes, and miieli stress on
the development of one’s own personality rather than an imitation of any-
one elso’s This is, indeed, a book on the eliijuelto of beauty,
Morton, Grace Margaret, The Arts of Costume and Tenoml Appear-
ance (New Yorki John Wiley & Sons, Inc,, 1943).
Chapters include. Personal Appearance Values; Techniques of Self-
Made Beauty; The Meaning of Style, Design Essentials for Good Costume;
Tlie Element of Light and Dark, Tlie Fundamentals of Color, The Art of
Combming Colors; Texture and Texture Combmations, Clotlies to Improve
Irregular Figures, Understanding and Dressing to Temperament, En-
hanemg Personal Coloring, Hats and Hairdressing; and Wardrobo Building.
This book is beautiful, modem, and suitable as a source book for class-
room teaching of college home economics. It is not limited to this usage.
44 An Approach to Guidance
however. Included is an excellent discussion of tlie psychology of colors
and their combinations, and an extensive glossary of costume textures and
the kinds of clotlnng and purposes for which certain fabrics may be used,
an excellent description of some techniques for controlling irregularities m
Size and shape, a lengthy discussion of the various kinds of figures witli
graphic pictures and examples, selections of colors for types, and other valu-
able discussions. Tlie presentation is of a textbook type with exercises at the
close of each chapter.
Stote, Doiothy, Making the Most of Your Looks (Philadelphia- J, B.
Lippincott Company, 1935).
Chapters include! The Value of Making the Most of Your Looks; Tlie
TaU Woman and Her Problems, The Short Woman, The Stout Woman,
The Business Girl, The Expectant Mother, How Color Choice Is Deter-
mmed, Colors for tlie Blonde, Colors for the Brunette, Colors for tlie
Brown-Haired Woman, Colors for tlie Red-Haired Woman, Colors for the
Gray-Haired Woman, In Which We Have Some Hoait-to-Heart Talks,
Practical Beauty Hints; Jewelry and Perfume, How to Judge and Tost
Fabrics, Tlie Care and Renovation of Clotlies, and The Bride
This book is exceedingly practical, informative on every phase of dressing
and inclusive of all kinds of problems. An excellent addition to the best
hbrary, the information contained being based on principles of good dress
rather than dated fashion It has especially good cliaplers on colois for
types and the kinds of colors the types should wear at different occasions
and hours Good mental hygiene is to be found in the “heart-to-heart” talks
Pebsonal Adjustment
Fosdick, Harry Emerson, On Being a Real Person (New York. Harper
& Brothers, 1943).
The chapter titles are Shouldering Responsibility for Ourselves, What
Bemg a Real Person Means, The Prmciple of Self-Acceptance, Getting
Oneself off One's Hands, Dealing with Fear and Anxiety, Handling Our
Mischievous Consciences, Using All There Is in Us; Mastering Depression,
The Prmciple of Released Power; The Practical Use of Faitli.
This book 'deals with the everyday problems of men and women. It
promises no short, easy road to personal well-being, but it will help any
mtelhgent person to get a better hold on himself . shows how to deal
with fear and anxiety, how to master depression and how to handle one’s
mischievous conscience.”
45
The Teacher Believes in Herseli
Jasthow, Joseph, Piloting Your Life (New York: Gieenbcig, 1930).
Tlie chapters aio: Passengers and Cargo (what wo are and what wo liave
to work with), Hocks and Heefs (piobleins wo have), Cluidos to Naviga-
tion (past and present psyehological methods), and Ports and Harbors
(what we may do about it)
This hook IS written for laymen and gives some excellent information
about understanding one’s ]irobleins and one'.s .self. It is written in an
intcrestmg stylo that lias not detracted fiom its content.
Lloyd-Jonfs, Esther, and Ei nnrn, llnlh. Coining of Age (New York:
McGraw-Hill Book Gompany, Inc, 19-11).
The contents are Personality in the Making, Our Personality Need.sj
Adjustments m Family Helatinnships, Men, Women, and Love; Effective
Vocation.il Activity, Educating Youiself, Getting the Most out of College,
What Can IVe Believe.
Tliis hook contains some good descriptive material ahoul personality and
matuiily, which must bo won. It presents the point of view that ba.sic
personality needs are .security, love, and success It h.is an eseellent des-
cription of family relationships and love, se\ life, and the complicating
factors involved m set life and mairiago There is a good discussion on
maturity, the point of view being that an individual could not be considered
mature until Iio h.is developed internal authoiity us his guide.
Morgan, John J. B,, Keeping a Sound Mind (Now Ymk: The Mac-
millan Company, 193-1).
Some chapter headings are: How to Isvaluate Your Mental Health;
Mental Coriilicts, The M.i.stery of Fear; What to Fight For; How to Fight.
Emotional Maturity; Correct Thinking; Counteraeliilg Defects; Exaggerat-
ing Defects; Crime; Overeoimng I-annlinnal Depressions, How to Get Things
Done; Getting Along with People, and Self-Conrideiite
The author .stresses tlio fact that it is iinpnrt.ml to make your own way
of life Tlio honk gives an excellent discussion of how to evaluate one’s
self, how to estimate one’s iidjastalnlily, understand the factors in life
which motivate one, and how to gel along with all kinds of people
PnoFi ssioNAL Adju.stment
CuTTs, Norma E. and Mo.skeey, Nicholas, Practical School Discipline
and Mental Hygiene (Boston. Houghton Miflhn Company, 1941).
Tliere are chapters in this liook on: Discipline from the Standpoint of
Mental Hygiene; Prevention of Disorder in tlio Chtssrooin; Heeonimended
46 An Approach to Guidance
Immediate Actions and Tlicir Limitations, Punishments; Types of Behavior;
Suggestions for Substitutes and Poor Disciphnaiians, Tlie Teacher’s Ap-
proach to Serious Problems, Factors m Child Behavior and Mental Hygiene,
Promotuig Better Behavior; Assistance fiom Experts; The Teacher and
Social Agencies; The Teacher and Parents, The Teacher Herself, and
Unfavorable Factors m Child Behavior
This book is a straightforward discussion of classroom discipline as
interpreted in mental-hygiene terms It has mucli sound informational
matter of a practical nature, giving preventive methods of maintaining
classroom order as well as corrective plans,
CHAPTER IV
The Teacher Believes in Her Associates
There were a number of beginning teacher, s in tiu' Hampton
High School as wc^ll as several women who had come hoin
teaching positions in inral aieas and thc'ir reactions to otlici
teachers in the system as well a.s to then work sboss I'cl that th(*y
were less inteicsled than they had been in tbe eaily paiL of (lie
year. Molly met some of them in the halls, visited some of their
classiooms when askc'd to do so, and found mimerotis way.s of
keeping in touch with llieiu.
The lunch hour became the lime svhc'n tlii' emotion. d clini.ite
of the whole gioup was most evidmit and Molly hcc.ime ,sulli-
ciently concernod about Uk' attitudes ol llu* new leacluT.s to
discuss the .situation with Mr. Cu.slmuin.
“Have you noticed anvtlimg unusnal tii pi'cuHai tlial is lakimt
place among our new li'acher.s?” .she asked him one ufteniotm.
after a committee meeting,
“I suppose th.it they'u' getting into the swing of thmg.s," !»'
said, stiaigliteniiig his desk.
“I wonder,” Molly said, thoughlfnlly. “It seems In me th.il limy
are losing a ci'ilain spnnt.meily and cmthusiasin that they h.ul
when they fir.sl came."
“What do you mean?” Cush wanted to know.
“I’m not allogetlier .sui(>, but I believe that tbc'y feel left out,
that they’ie not a part of ('very thing.”
"They seem to get in on all .school activilms," he s.iid, jui'/./led.
“Every new toaclu’r m the building i.s on .some eoimniitce and
has been given ecpial recognition.”
47
48 An Approach to Guidance
“Do you feel tliat they are included in the social life, in the
little cliques, -which exist outside tlie school?”
Cush laughed. “Don’t get mixed up in the peculiarities of the
social life of our teachers.”
Molly looked at him intently. She was concerned about tliese
new teacliers who had been inteiested and enthusiastic about
then* work. They had wanted to discuss their plans at noon and
had shown a desire to exchange ideas with some of tlae older
53 teachers, but recently they had been absent fiom tlie lunch
room. She had noticed a defensive aloofness in their attitudes
around the other teacheis, as though they felt they were not a
part of the gioup, and she decided to express this concern to her
principal.
54 '1 have watched them during lunch time. At first they entered
into the conversation and gave many worth-while ideas, then two
or three of them talked only among themselves, and now several
of them eat lunch alone in their own rooms or together ”
“Isn’t that to he expected?” Cush asked, but Molly did not
agree with him.
“It seems to me that they would be happier and would do
much better teaching if tliey felt a ccitain sense of belonging, of
group acceptance. I have noticed the same thing among some of
our teachers who have been hcie for several ycais but wlio have
not become a part of die small social groups wbicb meet in the
evening at the homes of the teachers.”
“I wonder if diere aio not always tliese cliques in school sys-
55 tems,’^ he said thoughtfully. “It may be that they aie worse here
than in some other places, though.” He looked at Molly intently
for a moment. Could it be that she, herself, had some feelings of
social isolation?
Cush was very thoughtful about his discussion with Molly for
the next few days and finally reached tlie decision tliat her re-
marks might have real meamng. He visited the lunch room dur-
ing the noon hour and observed the teachers and listened to tlieir
conversations, realizing suddenly that there was little spontaneity
49
The Teacher Believes in Her Associates
and unguaidod convcisalion among tht'm. There weic desultory
remarks between some teachers and other faculty ineinbei-s spoke
only once or twice.
His obseivation led him to discuss with Molly and some of
the more affable and cordial teachers the means that could bo
taken to make tlio noon hour a time of relaxation and pleiusant
exchange of ideas.
He began akso a study of the prcfoicnccs of teaehms in the
school and learned that groups of tliiee and .soinetiines two
teachers isolated themselves from the other membeis of tho
faculty during school houis. lie found it difficult to understand
why ftey were not willing to become a part of ibe gionp as a
whole and wondeied why teachers like Ilayel Tboinas and Ckirru*
Reynolds, who had excellent relationships with their pupils,
took little part m the mixed groups of leacheis.
« O O
Hazel Tliomas taught social .sliidics and the rehitionsliip be-
tween Mrs. Thomas and her pupils was the suhjeel of .somt*
discussion among tlic hoys and girls'. Few pupils' conqilamed
about her oi expiesscd dislike of her, although tlu‘y seldom
sought her advice or company. The humor which was .shown in
the twinkle of her brown eye.s' and wliich V'as expressed orally
through a dry wit, was recogni'/t‘d by many boys and gills,
softening hci candid, almost hiulal, outspoken mamuT, .She was
married but childless, contented, nnulc a ralluT wholesome,
philosophical adjustment to life’s limitations and pleasures and
could see no reason why other people didn’t do the same.
Her classroom was across the hall fiom the hornt' econonnc.s
room and the petite, but motlieily home eeouomics teacher,
Carrie Reynolds, and Havel Thomas spent much time together.
They talked across the hall with each other, .shared e\penence.s
and school gossip, and Came laughingly called Ila'/el hoi official
sampler of cookies baked by aclvancx'd cooking classes. Carrie
enjoyed Hazel’s humor and clover .stories of her experiences
50 An Approach to Guidance
while teaching, and Hazel found m the home economics teacher
a warmth and wealth of human understanding which she prob-
ably felt was lacking in heiself. She felt no jealousy of Caiiie’s
popularity among pupils and usually stood munching some tid-bil
Carrie had saved for her after a cooking lesson until pupils
had gone and they were free to talk togetlier.
One afternoon Hazel was enjoying an apple tart made by the
cooking class which met at die last period. Caiiie was busy
■with a number of pupils who were gadieied around her desk
at the far end of the room. Hazel talked with a girl who was
Washing the white stoves and tables which lined the wall on one
side of the big room and commented on the excellence of the
apple tart. She rinsed the plate and fork and took them to
the dish cabinet at the end of the room and crossed slowly to the
windows, under which the sewing machines stood m a row,
closed. Hazel enjoyed the organized efBciency which her fiiend
demonstrated in her work and it was more than apple tarts and
cookies which drew her into tliis room. She liked to look at
the gleaming white tables between poicelain stoves, the cabinets
and work-tables m tlie center of the room, allowing much oppor-
tunity for pupils to work with ease and freedom, and the sewing
machmes with cutting tables between them, placed advan-
tageously but still conserving space. She liked that paiticulai
part of tlie big room more than the far end where Carrie had
her desk and where chairs were helter-skelter most of the time
during class discussions. She lingered until die last pupil had
gone, dien wandered toward Carrie’s desk.
Carrie, she said, I think you re a dual personality. Just
look at the odrer part of this room and then at this one. Every-
diing IS eflBcient and well-ordered there and in apple-pie condi-
tion and then look around you here. Chairs aie placed in every
direction and it’s catty-wampus.”
Oh, that s easy to understand,” Carrie dismissed die criticism
with a laugh. In this end of the room we have oui discussions
and pupils woik together. Today a gioup of little seventh-gradeis
51
Tlie Toaclicr Believes in. Her Associates
were trying color-combinations and learning which colors they
should weai, and they were so dear and conscientiou.s about it.
You know, Ila/el, there are a number' of tho.se girls who need
to learn how to sew and make themselves some new clothes. And
I’m afraid some of them don't have the money to buy even tlie
materials.”
“Well,'” Hazel said, reflectively, 'let’s see. The Eastern Star
is going to have a paity week after next and I think llu'y'd like?
tliose apple tarts, about a hundred of them. Could you get .soma
of the older giils to make tliem?”
“Yes, I’m .suie I could,” Carrie answered, cntlmsiaslically.
“And how many yaids of material could yon buy with the
profits to give your needy pupils? Would it be enough?’'
“Yes, plenty,” Carrie .smiled at her frumd. “Tluxse things tliat
you order for yoniself and for organizations to whic-h you belong
have bought diesse.s and undies and shoes for a lot of girls,
Hazel.”
“Well, that’s good. But don’t thank me. You do all the work,
or at least your pupils do. I’m just a middle-man.”
Came smiled. ‘Ton know that isn’t tine. And I know you well
enough to icahzo that you gel a lot of satisfaction from the good
you’re doing through these orders. Tlu're ai e many transients in
Hampton who need help. It scem.s impossible to reach all of
tliem.”
“Well,” Hazel said, with a tos.s of her head, “now dial we have
a guidance e.xport, cvciyono will be laki'ii care of.”
“Wliat’s the, matter? Don’t you like Miss McLano?”
"I don’t know her —yet. I fust can’t see this guidance business,
dial’s all, I’m being paid to leach social studies and that’s all I’m
going to teach. What do you tliink of guidance?"
“I don’t understand what it’s all about. Does it mean choosing
a vocation, selecting subjects at school, helping children get
over llieir emotional difficulties, or what does it mean?”
“I don’t know what the office has in xnmd, but in my opinion
you’re doing an excellent piece of guidance right here,” A
52 An Approach to Guidance
peculiar expression came into her eyes as she continued, “You’ie
not gomg to tell Miss McLane about what we’ie doing togetlier,
are you?”
A frown crossed Carrie’s face and with a nonplussed expres-
sion she said, “I don’t see any reason for saying anytlnng or not
saying anything about it. Why?”
“Well,” Hazel said, loftily, “I think what we’re doing is pietty
good and I don’t dunk anyone else has a right to get in on it.
Of course you do all the work. I only help out on the financing.
But I enjoy what we do together. Came, and I don’t want any-
one else getting in on it. It means a lot to me, . . , And I do go to
some bother to help you.” She was quiet for a moment and then
went on. "‘you’re not going to let anyone else in on what we’re
doing, are you?”
“Well, no, I hadn’t thought about it, Hazel,” Came said,
slowly.
‘Td let Miss McLane find out about it for herself,” Hazel
said, with a peculiar emphasis.
Canie was quiet for a moment. There were times when she
wanted to share her work and experiences with otlier teachers,
but Hazel always protested and die other teachers knew very
little about the activities which were earned on in home eco-
nomics. Carrie was deeply grateful for Hazel’s financial help
and the two-member clique stayed a closed corporation.
* * «
Mr, Cushman realized that the lack of teacher sociability had
more far-reaching effects than he had anticipated when Mrs.
Springer, an influential member of women’s oiganizations in the
community, visited him one morning m his ofiBce.
“Mr. Cushman,” she sard emphatically, “I feel it my civic
duty to come to see you about a htde matter.” Cush was so
fascinated by a feather on her hat that waved back and forth
when she nodded her head vigoiously that he found it difficult
to concentrate on the “little matter.”
53
Tlie Teacher Believes in Her Associates
“I want you to understand tliat my purpose in coming to you
about tins situation is impersonal and unprejudiced and has
nothing to do witli Nancy’s not getting into Sub-clt‘bs.’'
"Sub-debs? Oh, yes, one of tlie sororities. Did Nancy want to
get into it?”
"That’s beside the point, Mr, Cushman. Nancy did not get in,
but my icason for coming to you is not because of tluit, My
complaint is Uiat iho method that is adopted to keep some fine
girls out of the soioiity is undemociatic and impriiieipled.” Her
mouth set into a thin line and her head moved back, tiipbrig
the number of chins that might give weight to her icnuuks.
Cush leaned fonvaid and Ins eyes nanowed slightly as ho
said, not unkindly, “What do you moan, Mrs Spnngei?’'
‘T mean simply tins, Mi. Cu.shman. Your Miss Page, who is
sponsor of this group, incites the giils to be snobbisli and to
admit into tlio gioup only a veiy select few. As you piobably
know, Nancy is vciy domociatic and broad-minded, iShe bits
made friends with some girls who come fiom homes that aie,
impoverished and uncultuicd, I know, but I’ve always taught
Nancy tliat the money her father has made in the bank should
have no inflnenco on her choice of friends, tliat .she .slumld
should choose her companions fiom lho.so she finds of is'orlh and
integrity.”
“That’s a very commendable point of view, Mrs. Spiingcr. I
agiee with you, but unfortunately, or fortunately, depc-nding on
how you look at it, the sub-dob sororities have reached the
Hampton. High School, and tire only thing wo can do is to try
to make tliem as democratic as possible, bolli in tlieir methods of
selection and in tlrcir activities witliin the groups. [134] There
are sevcial of us hero in die school who arc interested m doing
what we can to make our whole school life as friendly and
sociable as we can for both pupils and teachers. We’ll do
everything possible to make each club and organization in this
school as democratic as we can make it. I appreciate your hr mg'
ing dris to my attention.”
54 An Approach to Guidance
"Well, I certainly don’t want to complain about your teaclieis.
And I hope you realize that my remarks are strictly confidential,
Mr. Cushman? I don’t want Nancy to feel any lepeicussions
from what I have said. I hesitated for some time befoie coming
to you about this.”
“I uiidei stand, Mrs. Springer, and rest assuied that your name
wiU not be mentioned. I’m sure that there are more suitable
ways of meeting this problem of selectivity than we have tried
and that there are some means of guidmg our boys and girls to
a real democratic spirit.”
Cush discussed the problem of social groups among the pupils
with some of their leaders and a committee was appointed to
leport to the larger group on selectivity and activities within their
clubs. Their mtention was to have general group discussions
and a final leport on what the high-school boys and girls them-
selves thought about the social clubs and what metliods they
thought could be taken to make them less impeiious.
Later Cush and MoUy discussed the little "inner circles” which
existed among the pupils. “It seems to me,” Molly said, “that
we teachers and administrators set the example of snobbishness
by the factions we have among the faculty. Unconsciously we are
setting the examples of being snobs.”
« « «
Molly became so involved in her own feelings of isolation
from the social groups tliat she was not fully awaie of how
impetuous her approach was to the dilemma of cliques as she
talked with some of the teachers and learned how they felt
about the situation.
“My last position was in a small school,” Margaret Scott, a
plain, gray-haired teacher of typing, said, “and all nine of
us teachers were friendly. We palled around a lot together and
had a very good time. Naturally all of us enjoyed some teachers
more than others, those with whom we went aiound most fre-
quently, but we had some grand times with the whole group.”
55
Tlie Teacher Believes in Her Associates
“How did you feel about coming to Ilumptou?"
“I was very happy about it. I've alway.s taught in a rural
school and coming to Hampton sounded p!omi.snig."
"But you’re disappointed?” Molly asked
“No. No, indeed” Miss Scott denied. “Tlie facilities to teach
commercial sulijccts licie are wontleiful. Of cmiise I rni.ss iny
friends. Wo felt that each oik* of ns contributed to the group
as a whole.” She paused for a moment. “It's difficult (o make
friends among the' ti'aclu'rs heie. I know that I’m not a vety
exciting peison and I'm afraid tliat I don't attract people to me
very quickly.”
“Don’t take all the blame for it, though,” Molly said, tliought-
fully.
Maigaret Scott .spoke up quickly. ‘Tt'-s natural that teachers
who have been hero a long time would have many fnencLs and
would stick together. And there i.s another way to look at it,
too-we new leachor.s should bo .so int<!ie.sling that they would
want us to join their groups.” [84]
“Isn’t that putting the new teacher on the defensive?” Molly
asked, with a .smile, and then went on. "Your objeclivt' atlitude
and your unwillingness to blame odiers arc certainly commend-
able.”
She did not reali/o that her own emotions wore involved in
the social problems of the group and she. talked with Sally
Miller, a vivacious younger teacher, who was candid and frank
in expressing her opinion, 'Tve hoard about tliis problem of
cliques from a nnmbcr of fnends who aro teachers, hut tliis is
my first experience with it. I love teaching boys and girls, hut
I’m not veiy happy about the way some of the older teachers
look down tlieir noses at us.”
“I notice that some of you new teachers are grouping to-
gether,” Molly commented,
“Misery loves company, I guess,” Sally said tartly.
“Why don't you have a party and invite some of the clique
leaders to it,” Molly said, with a twinkle in her eye.
56 An Appioach to Guidance
Miss Miller looked at Molly quizzically, and then said slowly,
‘1 get the idea.”
During the next few days Molly noticed much whispcimg
and planning among some of the new teachers and tlien there
was a budge paity, then a hike, and finally a tup thiough a
local, nationally known candy company The clique leadeis weie
invited and for several weeks tlicie was some excitement and
much social activity.
The new teachers, under the leadership of Sally Miller, con-
tinued their attacks on the social cliques and open hostility de-
jveloped between some of the new teacheis and tlie in-group
members.
Mr, Morrow heard about tlie trouble from several sources
and talked with Mr. Cusliman about it. Cush was inclined to
disregard the conflicts.
“We’ve always had these cliques in our building,” he sard
“Who started this competition between tlie groups of teach-
ers?” Mr Morrow asked.
“Why, I don’t know,” Cush answered tlioughtfully. 'T think
the new teachers resented being left out.”
When he was talking with Molly some time later about it she
said, “I realized after this whole thing got started that perhaps
I had stimulated it because I, too, felt left out and I was over-
zealous about being fuends with the teacheis.”
“It has caused some haid feelings.”
‘T realize that. I tried to stop it after it had started, hut it
was too late.”
“These cliques have caused us to lose some fine teacheis here
in die high school.”
My mistake was in allowing my own feelings of being left
out to mterfere with wiser ways of meeting the situation,” she
said.
In what other ways do you tliink it could have been met?”
he asked.
Well, {he said, slowly, “it might have been possible to work
57
Tlie Teacher Believes in Her Associates
through some of llie teachers wlio arc gioup-miiided, It could
certainly have been approached much more intelligently.”
“Yes, I think you have a point tbcK*." he agieed, with a smile.
“I realized that many of the ti'ucheis would fight to kec-p
their little in-gK)up.s, hut I didn’t expect such a stioiig leaetum.
I think, however, that any attempt to help the new teaehei.s gain
social lecogiiition would have caused .some dislmhanee."
“That may he tiuc. But theio seem to he some seiknis differ-
ences which must he conecled," Mi. taishman said.
‘Tm soiry that it has Ininecl out like this, hiit the degree of
the present distuibance .shows how effective the cliipies were
in isolating some teachers. I hadn’t realized how fiimly en-
trenched they wcu) in the scici.d lives of the gionp, hut I still
feel that the new teachers, and others, loo, should be aeei'iited
and lecognized socially.”
“So do I,” Clash agreed, He felt that Molly had iiuti.ited the
hostilities helwoen the leacheis and that she should take the
leadership in planning how to eorieet the disagii'enieuts.
‘T don’t mind apologizing for not realr/.uig tlu> strength of the
in-groups, hut to do so openly would cause them to heeome more
exclusive than they were. hetort‘ and would cause bittenu'ss and
unhappiness to soiiio of our teuehets. It s<*cins to nte lli.it the
best thing to do is to work this piohlein right through, con-
tinuing to have social life that is inclusive* of .ill of the gtotips.
Surely .some of tho teachers will reali/.e how unfair they have
been ”
Tt might he advisable to diseus.s the xvhoh* thing with some
of our broad-minded tcachcis even now and gel their lu‘l[) iu
developing a mou; demoeiatic .social life th.m we've had,”
Molly was veiy si'iious'. “Theic arc probably a miiiiber of
ways which would be of help. We need gu'utei correlation be-
tween oui classes and mou; oppoitnnity to share experiences, ^Vc
need stimulating exchanges of ideas and a con elation of classes
might develop more professional understanding. ”
“Our teachers don’t know each otliei too well,” (lush said,
62 c
621
58 An Approach to Guidance
with a frown. “Why, there are people in this school who don’t
even stop to talk with otliers because they don’t know each
otlier.”
“It has been dilBcult for our beginning teachers to realize
that tho.se who develop little cliques and in-gioups aie usually
very insecuie among then associates and lead narrow lives some-
times.”
“I do dunk that we people in school work are msccuie among
co-woikers and that we depend too much on personal friend-
ships among school people for that needed feeling of importance,”
Cush said.
“You moan that if we had more life outside the schools we
wouldn’t be so dependent on each otlier socially?” Molly inter-
preted
“Yes," Cush replied. “And I think that’s something we should
have m mind m the future These social differences have been
perplexing for some time,” he went on, “and I’m glad we’ie
getting at them, even if there has been some disagieement. It
will probably take time to build unity and harmony between
the teachers and we must proceed with much caution and wise
planning.”
» * #
Just before Thanksgivmg Molly was asked to talk to the
Woman’s Club of Hampton. The invitation had come thiough
Mrs. Dan Morrow, who was active in the community clubs and
who was trying to develop understanding and codpeiation be-
tween the school and the community. [112]
Molly called on Mrs. Moitow ostensibly to talk only about a
topic of discussion for the club, but theie was another purpose
also in her solid step as she went up the walk to tlie Moirow
house.
After a pleasant exchange of greetings the two women began,
to discuss the club.
I had a purpose in asking you to talk for us, Miss McLane.
59
The Teacher Believes in Her Associales
Hamptons citizens are not entlmsiaslic aliout, or cooperative
with, hie public schools and I hope to develop a bettei relation-
ship between them.’’
“Then peihaps you will like a plan I have thought about for
your club meeting. Instead of niy talking fot the' gioup, we
could have two oi tluee teueheis gne a panel diseiission.”
Mrs, Moriow looked ihonglitful. “Wi'Ve never had anything
of that kind,” [121)] Then her face hiiglitened. "Yes, we might
enjoy it, What would they dusenss?”
“Some topic lluiL would be of iiileie.st to your guni]i. You can
think about it and I’ll call yon later if you'd like."
“This may work out vciy well. It will be good foi our parents
to meet tbe teachers out of sehool.”
“And it may be good for us to mingle with wonnui who aie
not in public-school work,” Molly said. She paii.sed foi a moineut
and then said, 'T was woudeiing if the Woinaii’s (iliib has any
mixed social groups?”
‘Yes, we have several evenings of mixed gumps. Otir scpiarc
dancing is veiy populai. It aIlow.s mueh oppmtnnity foi healthy
activity.” [1271
‘Tt sounds like it would be fun,” Molly smiled,
‘Terliaps we could uileicst the teaeheis who talk on this panel
in some activity at the club.”
« 0 0
Several days later Molly happened to hi* in Mr. Morrow’s
oHice when a fiicncl called him about going howling.
“Bowling is a great sport,” he volunteeied after completing
his conversation.
‘You really enjoy it, Mr. Morrow?” she asked.
‘Yeiy much,” he replied. "And I need the exercise. People in
public-school work never have enough exercise or reci cation.
They should get out more.” fB]
Molly biouglil the question of bowling into the luiich-tirno
discussion the next day mid learned that seveuil high-.school
60 An Approach to Guidance
teacheis enjoyed it. Sally Miller also told her about some of
the teachers in tire elementary schools who went howling lather
frequently, and she knew tliat Mr Cushman enjoyed it
A number of friends had begun stopping at Molly’s apai-tment
for Sunday afternoon tea and one Sunday several weeks later
she particularly asked some teachers who weie interested in
bowling to come. The Morrows and Mr. Cushman were present.
Molly introduced Mr. and Mrs, Stuman to Mi. Cushman and
turned to Cush laughingly, saying, “Mr. Stuman is the new
physical education teacher at Crowell School and you two people
should know each odier. The Stumans are friends of Sally’s and
aie ardent enthusiasts about bowling, too,” and fiom that time
the subject of bowlmg seemed to dominate the conversation.
“I think we should all go bowling,” Sally Miller said.
Molly chuckled and said, “Sounds interesting. May I be the
scoi e-keeper?”
“I understand that some of the teachers have piomised to
oiganize two squares to go dancing at tire Woman’s Club,” Sally
said. “I don’t care much about square dancing, but I certainly
love to bowl.”
Cush winked at Molly and said, “If that’s a hint, Miss Miller,
consider yourself invited. How about you and Mrs. Moirow,
Dan,” he said, “will you join us?”
“We certainly will,” Mis. Morrow said.
Dan nodded his head. “Count us in.”
Henry Stuman was enthusiastic about the idea. “We should
have two bowling teams, the elementary teachers against the
high-school teachers.”
“I second tlie motion,” Cush said. “Dan can be on our team.”
He laughed heartily and told Molly confidentially, “He’s a top-
notch bowler. “Stuman,” he said aloud, "you can be the captain
of the elementaiy-school team and I’ll be the captain of the
high-school team and just for fun our high-school team will
challenge you for the fiist game.”
It was a jolly afternoon with much laughter and teasmg.
Tlie Teacher Believes in Her Associates 61
ending witli plans to go bowling one evening the following
week.
DIBLIOGRAPIIY
Allahd, Lucilo, A Study of the Lcu>urr Ar/iia'/ir.s of Crrlntn Flcmrnttmj
School Tuuthen of Long Jdaml (New Yoik. liiiu'.m of riilihcMtions,
Teachers College, Columbia Ibuveisily, Ib.’lK),
Tlic cliaplers iii lhi.s book iticlude. Tlic I'robleiTi, ?rTt'(‘iilu)V‘ Ati.ilj .is of
Leisure Activities; r.iUcru An.ilvsis of Leisure Activities, Uel.ilive I’.iihi ip.i'
tion m Leisure Activities at lii/Fereiit Ages; Helatioii of Isiiviioiiiiicrit to
Participation ni I.eisiirc Actuities, aiul Aihilysis of Ke.isoiis Ciiieii for
Participation or Non-pailicipation.
Tins book IS the result of an hiilnsive study undertaken by tlie author
and presents an analysis of the prolilciii of the leisuit* time of die le.a her
It attempts to find possible unproveuicnts in ediiciitiona! policies and
practices. Tbo most coniinoii type of leisine atlivily iiiidei taken by tlie
teachers roprcsontecl in the sliuly w.is some form of home artisily ihal
IS "mcvpensivc, indoor, individual, rjiiiet or passu e” Heading, sv.ilking, and
the movies are Iho te.ichcrs’ most fierjuent leisuie-timo atluilits I.itlle
evideiieo of coopeialuo lecriMtion or planned .ulivities ss.i, found
Beale, Howard K., Arc American Teachers Free? (New Yoik; Cli.ules
Sciibnei’s Sous, IfJfiG),
Chapters include diseussions about: IVobleni of Fieedoni ni Teieliing,
The Ilerit.ige of the Past; I'leedoin of Hsprcssiou (iu w.ir jiroblems,
patriotism, politics, ocoiKiinic mid soei.d questions, bistorv, religion, Mieiue),
Textbooks; Condiiel of Te.icliers, Private Sehools, Te.ulier's o( Negroes
Tenure and Appoinliuent, Issli.i-Sebolastii' Pressures; Inlio-.Scbolustie Pres-
sures, and Forces Tluit Destroy Fieedoiii
Hiis book IS an Interestingly bistone.d and aulbentieated disuissinn of
problems whicli cerium jieople iu partieul.ir loeabties base expi-rieiiecd iu
tli6 abovo aiCtUs, Ilus point of viow of tlio Iituik i*» ,iu iuttnisoly hyntpulht'tu’
and warm uiidcrstiiiiding of tlie kinds of Jives wlueb teaeliers lead Tlie
audior considcis problems' of teacher living and freedom both witbm iitid
Without IJie scliool
Keef, Dwight L., "Tlic Tcacbci’s Time ” Unpubli.shed M.isler'.s Thesis,
Teacheis College, Columbia University, 1928,
The chapters in this thesis include: The Statement of the Prolilcm; Need
for a Solution; and Method of Attack; Autlioritutivo Mutenal; Piogrums of
Teadieuj nna Hclaticm of Tlieciiy and Piaclicc.
62 An Approach to Guidance
Tins thesis states tliat a planned program enables tlie teacher to have
more time for recreation. The time spent in actual instruction averages
twenty-eight hours a week Tins does not include tlie evening woik she
does The present trend in tluiiking is toward a ioah7ation that the teacher
who has leisure time and uses it to good advantage is a bolter teacher
than the one who spends her leisure working out tlie next day’s lesson
The need for recognition of recreation and leisure is stiessed, and the
autlior suggests tliat the teacher should have a regularly planned program
of recreation She (or he) needs acUve, not passive, recreation
Lipovetz, Fred John, Recreation (Minneapolis, Minn.. Burgess Pub-
lishing Company, 1940).
The table of contents moludes. General Organization and Administration,
Intra-Murals, Pre-School and Recess Play, Social Centers, FaU, Winter
and Spring Programs; and Social Recreation
Tins hook stresses the need for educators to be skilled leaders in recrea-
tional activities for tlie cluldren m schools. Recreation is an opportunity
to continue education. The only difference between play and work is the
mental attitude of the mdividual Involved This book deals with iccrentional
activities for pre-school children to adults
Marsh, J. Fiank, The Teacher Outside the School (Yonkeis-on-Hudson,
N. Y, Woild Book Company, 1928).
Chapters are on' Growth, Imagination, Self-Reliance, Religion, Efliics;
Humor, Work, Money, Travel, Social Life, Outward Signs, Health and
Recreation, and Literature.
Tins very readable book is written for teachers. Among the outstanding
chapters are, “Self-Rehance,” "Humor,” “Money,” ^ “Travel.” "Outward
Signs,” and “Healtli and Recreation ” The chapter, “Self-Reliance” shows
some real challenges to tlie teacher The chapter, “Humor, Its Nature and
Value,” contains some wortli-while suggestions for die development of
this excellent sense Tlie chapter, "Money” contains ideas on budgeting,
developing economic security, and wise use of salary. The chapter, “Travel"
contains practical suggesbons for travelmg in the United States and abroad
Neili., a S , The Vroblem Teacher (New York. International "Uni-
versities Press, 1900).
Chapters are on- Tlie Teacher and the State; His Ego, School Subjects,
Psychology, Sex, His Dignity, Religion, His Training; Examination; Society;
The Commg World.
Tins humorous, well-wrillen book is filled widi wise remarks that make
vivid pictures in which the teacher may sec a refleebon The point of
view of the book is sympathefac, but not pitymg. It is very readable and
enjoyable
CHAPTER V
The Teacher Believes in Her Pupils
Tliere had been scvcial group meetings about tiro develop-
ment of guidance plans in liomc-iooms, and some teacher, s had
become enthusiastic about what they could do to redirect the
behavioi of pupils who were having adjustment prohloins. Fi og-
ress was slow through die committee meetings, and a few teachei s
who were interested in these plans became impatient.
Ml. Clark, a slight, pale man of very seiious expression, con- 64
scientious but aggicssive in his woik, and veiy desirous of suc-
ceeding in his teaching, was one of the new Icachms who was
developing an intense lutcicst in guidance. IIis speouil concern
was tlic behavior of scvcial boys who found it dillicult to gc'l
along m the gioup He had been paiticulaily conemnod about
Jimmy Monioe for some time and Lad discussed Jimmy with
Cush on soveial occasions.
Jimmy, an impish, mischievous boy of twelve, had difficulty
competing m sports and other activities with the laiger seventh-
grade boys, and he had found that ho could win the allcnlion
and inteiest of the group by "clowning” and ‘acliug.” One could
trust Jimmy to make a silly remark at an unexpected moment
and stimulate laughter in die class at unexpected timc.s, There
was an honest and straightforward quality about him, howcvei,
which obscuied his insecurity in die group and made his dis-
tuibances m the classioom less annoying.
Mr. Claik and Jimmy had had conflicts on seveial occasions
and then difficulties increased and enlarged with each unmet 65
issue, Jimmy seemed to take some delight in making discipline
03
64 An Approach to Guidance
pioblems which distuibed Mr. Glaik in several of the classes he
taught.
Mr. Clark’s purposes m lus attempt to ledhect Jimmy were,
he thought, motivated by a dcsiie to help him, but after the
incident which brought tlieii difficulty to the attention of the
office, he lealized that he had, m reality, been expressing some
of his own feelings of frustration.
One morning Jimmy was particularly recalcitrant and un-
yielding in his attitude toward Mr Clark and insistently made
humorous remarks about Mr. Clark’s discussion of citizenship.
At last, in desperation, Mr. Claik asked Jimmy to sit down in a
chau' facing the class and then he insisted that each member
of the group teU Jimmy what was wrong with him. He motivated
tire discussion by saying that tire pmpose was to make Jimmy
reahze that others were annoyed at his misbehavior. Pupils re-
sented making comments but felt some compulsion to be critical.
After that class meeting Jimmy became so obstreperous that he
was finally sent to the office and the happenings of the whole
day were revealed.
Molly talked with Mi Clark, who was frank and sincere in
telling her about what he had done. With some pride he de-
scribed each step in his procedure, tapping his desk with a
pencil as if to emphasize his lemarks,
“This hoy is a real problem m a class, Miss McLane. He needs
disciphne and punishment and should learn that tire desires of
the group are more important than his desires.” [150]
“There are children who have a strong need for winning the
attention of the group through clowning and misbehaving, Mr.
Claik,” Molly agieed “Do you know why Jimmy has such a
strong desu’e for social acceptance.”
He frowned. “I don’t know that I should call it that. At least
he isn t winnmg social acceptance. AWiough diey do laugh, they
are really making fun of him when they laugh. I understand
that he comes from a good family, that his father is an engineer,
and that they are in fair cucumstances. He is an only child, and,
Tlie Teacher Believes in Her Pupils 65
although he is small for his age, that should be no reason for
such nonconfomnance.”
“I wonder if we need additional information about Jimmy be-
fore we can come to any conclusions about die icasons foi liis ft'i
behavior,” Molly said, with a smile, "oi before we can decide on
how Jimmy can leain to meet life moio adequately.”
“Well,” Mr. Claik said, letting the pencil fall on tlie desk,
“something should bo done to make him appieciate his toachci.s
and his classmates. And I dunk that some steps should be hikcn
to make him behave.”
“I am sure that you did the thing you thought best, A vi.sit to
the home or an interview with the mother might make the whole
problem of Jimmy clearer, however,” she said.
In a friendly manner Molly discussed some W’ays in which
Jimmy might have been guided. [80]
Later she talked with Jimmy and asked him to have his mother
visit die school.
"Our purpose in asking your modver to come to the school,
Jimmy, is not to punish you or to have your mothci punish you,”
she said. ‘We want to talk with her so diat we can undei.stand
you better.”
“Gosh, Miss McLane, I haven’t done anything wrong,” he burst
out angiily, ramming his hands in his pockets. He leaned on one
foot and said disgustedly, “AH I did was to say somediing about
his opinions of citizenship I can’t sec any reason for making all
this fuss about it. Cri-mon-ently, you’d think I’d busted open a
hank.”
Molly laughed heartily and finally Jimmy began to laugh with
her. After his anger had subsided and ho wa.s more amenable to
understanding his own behavior [156] she explained to him how 69
one person could upset the whole class and distuib the teacher.
The mterview with the mother, who was tight-lipped and un-
responsive, revealed that Jimmy came to school without bieak-
fast, that he u.sually ate fiankfuiteis and diank pop for lunch,
and Molly realized diat the child was really rejected in his home
66
An Approach to Guidance
and was shown very little affection She knew that a number of
70 interviews with this mother would he necessary before she would
understand the needs of her son.
She explained this information to Mr. Clark in her office one
afternoon and togethei they planned what the school might do
71 to give Jimmy some constructive activities in which he could
succeed.
“If he can learn how to win the appioval of the gioup through
achievement, there wall be less motivation to vsdn it by clown-
ing,” [168] she suggested to Mi. Clark
“I wish there were some way for us teacheis to learn moie
about methods of working with maladjusted children,” Mr
Clark said. “I wish we could meet with you and discuss the
children occasionally.” [224]
'If some of you would like to come to my house one evening
a week or every two weeks, we might develop a little guidance
study group,” Molly suggested ‘1 ffiink it would be better for
the teachers to feel a need for such a gioup, however”
“I think ni talk with some of them and see how many might
be inteiested I’m sure that there aie at least eight or ten who
would like to know more about this new work I don’t believe
that many of the teachers have any idea about what we should
do in home-room guidance.” [151]
* « «
One day Molly was leaving hei office to go to the cafeteria and
as she passed the open door of one of the classrooms, she heard
loud, angry voices. Pausing for a moment she almost collided
witli a high-school boy who dashed out of the loom, saying.
Sense, me, gotta get the police," and huiiied down the hall
The loud voices continued and Molly stepped into the room, A
large, liigh-school boy with flushed face and disheveled ham was
bemg held on one side by Mr Cushman and on the othei side
by Mr. Fletcher. He was trying vainly to free his hands, evi-
67
TIic Teacliei Believes in IIci Pupils
dently with the intention of sinking Miss Haidmg, who faced
him witli set lips.
“No one is going to say anything about my mother and get
away with it, you ni anyone else,” the hoy said, with an oalh.
Mr. Cushman tiicd to calm liini and Mi Fletcliei (liicatcned
witli die remaik that ho was talking to a le.icher,
"I don’t caio if she is a teachci, .she has no right to make
the remaik she made. No one’s going to .say things like that and
get away with it.”
Mr. Cushman moh'oncd for Molly to come into the mom as
he said, "Wliat was the remark .she made about your mothci?”
“Let hei ttdl you what .she said,” he answeied snllenly.
Miss Harding became defensive. “I merely said that he is a
tmanl and the kind of a boy that he is because he has never
been bionght iiji propcily ”
“Tliat’s not what she said,” the hoy huist mil.
Cush lemaiked, “I don’t believe that this is the time or the
place to piovp what was nr was not said. Whv don’t we meet
after .school and discuss this when eveiyoiu: is mom calm? Or
perhaps Miss McLanc will have time to .see both ol you this
afternoon,”
At that moment Mi Babcock, the policeman who was on
duty in fiont of the .school at (he noon lioni, enteied ihc room.
The situation was explained to him and he was told that he
wouldn’t be needed.
“I’ll be in fiont of the school if you do need me,” ho said a.s ho
left,
Molly was asked if she would talk to Frank immediately
after lunch and later willi Miss Harding to try to find out what
had actually happened.
Frank was waiting for her when she returned to her office
after lunch, pacing up and down the hall. They sat down imme-
diately to discuss the events of the morning.
"Will you just tell me, Frank, in your own words, exactly what
happened?”
68 An Approach to Guidance
At first he was hesitant, sullen, and uncommunicative. Evi-
dently he either disliked saying anything against Miss Harding,
he was stdl too angiy to express himself, or he was not suae of
her, Molly drought, so she said, kindly, but firmly, “There are
always two sides to any problem of human relationships, Frank,
and you are the only person who can express your point of view.
It is impossible to see youi side of this situation unless you are
willing to tell me about it.”
75 “Well, it was this way. My modier sent me to her doctor’s
this morning to get some medicine. I didn’t mind gomg because
It meant a chance to get out of scliool. I don’t like school, see,
and I’m perfectly willing to admit that I take any chance that
I can find to be absent. Well, I have a bad reputation because
I’ve ditched a lot.” He ran his fingers through his ban and con-
tinued, “The only reason I come to school at all is because my
mother insists that I get a high-school diploma. She said that I’ll
always be soriy if I don’t have it”
“But you don’t feel that way?”
“No, it’s just a pain in die neck to me.”
“And theie’s nothing about school that you do like?”
"Oh, I hke the fellows.”
"Go on with your stoiy, Frank.”
"Well, I didn’t get to school until just before lunch, so I went
m to see Miss Harding to see what assignment she had given
for tomorrow’s work and she started riding me, saying that I
had ditched school this morning. I told her that I hadn’t ditched
school and she just the same as called me a bar. One thing led
to another and she made some wise-crack about my modier.”
‘Would you rather not teU me what diat zemark was?”
“I guess It doesn’t make much diffeience, you’ll find out, any-
way She said I wasn’t any good because of the kind of a mother
I have.”
There was a slight pause and Molly said, “I don’t blame you
76 for becoming angry about it, Frank. What happened next?”
“Well, I got awfully mad and when she repeated the lemark
The Teacher Believes in Her Pupils 69
and made it a little stronger I guess I just saw red. I’m souy
I didn’t get a chance to hit her.”
“That would have been very unwise and could have brought
you nothing but trouble. Right now you’re still loo angiy to
realize that.”
“I would have hit her if tliis fellow I was witli hadn’t grabbed
me. She went down to die office and got Mr. Cushman and Mr.
Fletcher. I hied to get loose but this fellow held ino. I leally
was mad. After Mr. Cushman and Mr. Fletcher came she stalled
in on me agam. I guess that’s all there is to it.”
“Do you think tliat you’ie calm enough now, Frank, to realize
where you have been wrong?”
“Sure, I shouldn’t have come to school at all.”
“But you do want the diploma?”
“No, my mother wants me to have it ”
"But you’re willing to get it foi your mother?”
“Yes, I guess I can live thiough it foi tlic rest of the ycai,”
Shoitly after Frank left, Miss Flaiding entered Molly’s office.
She was a dynamic, forceful, efficient young woman with a veiy
aggiessive mannei. She said with some feeling that slu- had gnno
into teaching against hei own wishes and tliat she icscmtcd the
requirements of the profession.
“My older sister was a Icachci and she decided tbiU I’d bo one,
too. I really diought that I would be in it foi only a year or two
and then I’d get married.”
“How long have you been teaching?” Molly inquired.
“Five yeais,”
"Five years too many?” Molly asked, with a smile,
“That’s light! But I spent four yeais getting my Paining for it
and I intend to get sometliing out of it.”
“Even if you’ie unhappy?” Tlicre was silence for a moment.
“Isn’t there some other kind of woik which would bring you a
greater sense of acbievemeiit?”
"Not that I know of.”
Molly then turned the conveisation to the events of the mom-
70 An Approach to Guidance
ing, and Miss Harding admitted making the remarks about
Flank’s mother.
The two women talked at length about the field of teaching
and the pioblems expeiienced in tlieir woik and throughout
their discussion Miss Haiding remained rebellious and antago-
nistic towaid her pupils as well as towaid die school.
After she had gone Molly met Cush and togedier they walked
around to Mr. Moriow’s office to talk with him about the inci-
dent.
He was exceedingly angry about what had happened, Mr
Cushman told Molly later that he had never seen him so upset
about anything.
'Tt’s difficult enough to get the support of this community
widiout having things like this happen,” Mr. Morrow said,
angnly “Plaving to call a policemani I don’t blame you, Cush,
for sending for help, A seventeen-year-old boy of his size isn’t
easy to handle when he’s angry, but I don’t like the idea of our
teacheis being so inefficient that tiiey don’t know how to talk
to our pupils. That’s what they’ie educated to do, or are sup-
posed to learn how to do. This Miss Harding has caused us trouble
several times befoie, hasn’t sheF’ [196]
‘Tes,” Cush admitted, “she’s had difficulty widi pupils right
along.”
“Can’t you do something witlr her, Miss McLane?”
Molly spoke slowly and calmly. “I thmk that most teachers
are interested m their work and aie willing to lectify the mistakes
they make, but Miss Harding isn’t interested in her woik, nor
is she wilhng to become inteiested in it In fact, she is antago-
nistic towaid teaching because her older sister foiced her into it.”
“She has always had a slightly antagonistic attitude and I’ve
had the feeling that her heart wasn’t in her teaching,” Cush
said,
“At the present time she resents not only her sister’s domineer-
ing,” Molly went on, “but eveiytiiing about her teaching expe-
riences as well. It seems to me, from what she told me, tlrat
The Teacher Believes in Her Pupils 71
she dislilces many of the basic elements of teaching and doesn’t
have the qualifications of the teacher.”
"Tliat’s exactly how I feel ” Cush said, "and my lecommenda-
tion is that she bo convinced that it is not hei field and dial
she be dhccted into olhei woik.” [152]
Mr. Moirow spoke with some vclicmencc, “It isn’t fair to our
pupils foi us to keep tcaclicis in the .system who feel as she evi-
dently does, and I would endoi.se that idea thoroughly. In fact,
if she is willing, I’ll help her find something.”
"She might find ical succe.ss in the business woild,” Cush .said.
"She is eneigctic, ambitious, and would make a good e.vccutive”
« 9
Molly had continued her little plan of serving tea each Sun-
day afteinoon and the group of teachers who diopped in iu-
foimally woie increasing. Many times tho,se who had hecomc
close fiiends bi ought cookies and othei additions to the refresh-
ments, and a numbor of tcacheis fell sufficiently at home to take
the initiative in preparing sandwiches and lea and kec'pmg the
plates filled.
Maigaict Webster and Molly wore becoming clo.so friends and
on numeious occasions Maigarcl came eaily to help.
One Sunday Maigaret was parliculaily voluble about the hap-
penings at school. “There is a new spirit among our teachers.
That is evident in our noon-day discussions. We used to have a
lot of giiping.”
Molly laughed. “And we still do.”
“Oh, but it’s not anytliing like it used to be I used to got
so tired of heaiing die complaining. And nobody ever did any-
thing about tlie things they complained about, Of comse, I think
a lot of tins is your influence.”
Molly spoke up quickly. “I think Cush has made some wonder-
ful improvements.”
‘T agree with you, but I still say tliat Molly McLane has won
a real place in the hearts of our teachers "
72 An Approach to Guidance
Molly started to say something but Margaret said hastily,
"You do have many friends among us. Yes, I know that theia
are some who haven’t been leached,” she added, when Molly
made a motion to interrupt liei, ‘but it takes time.
“I’m happy that you feel hke this, Margaret.
“As I said, there is a new spuit among the teachers and I
feel that they report fewer pupils to the office than they ever
have. By the way, I have an idea,” she went on, giving a
sandwich an energetic little pat of cheese, “I’m going to ask that
English class I teach to hst all the things they dislike about
teachers. What do you thmk of the idea?”
“I t hink It’s gland. If a study of this kind is done construc-
tively, children can really help teacheis understand themselves
better and realize what they should do to improve their teach-
ing,” Molly answered.
“And there is need for teadiers to appreciate the pupils’
point of view,” Maigaret added.
“There are some interesting studies reported in national maga-
zines showing such results. Some of them have been in teims
of chaiacteristics that children hke and dislike about teacheis,”
Molly said. [215]
“I’d like your help on this experiment.”
“It is an excellent idea and may stimulate other teachers to
make similar studies of their classes.” Molly went on, “There’s
something else that I wish we could do in our school, Many
of our hoys and girls are leaving school before they finish their
work and our seniors are going out into the community witli
perplexing pioblems which we haven’t helped them to under-
stand.”
“Neitlier the home nor the school is meeting the needs of
youth,” Margaiet said,
“Both environments have had much change forced on them,”
Molly said, filling the tea-kettle, “and I become just as annoyed
to hear teachers blaming parents for child misbehavior and juve-
nile delmquency as I do to hear people outside the public
The Teacher Believes m Her Pupils 73
schools blame teachers and education for all tlie nonconforaiance
of young people.”
‘‘Our society has become so complex that tlie home, the school,
the chuich, and all the institutions of oui society are challenged
and none, alone, can meet the needs of youth,”
"I agiee with you,” Molly added. “Eveiy institution ha.s a part
to play and we, in the public schools, cannot lessen oui failures
by blaming the home and the chuich foi what they have failed
to do. Wc, too, aie being challenged to do cveiy thing we can to
guide and direct our high-school boys and gills.”
“You can’t do everything at one time, Molly,” Margaret said 81
earnestly. “You’ll have to be more patient. I tliink oui home-room
guidance plans aie progressing veiy well.”
“But there are a number of plans which could be begun right
now to help our boys and girls become more responsible and
to become better citizens.”
“Ah ha, it sounds to me like Molly has something in the air. 52
Tell me about it.”
With some enthusiasm Molly discussed some ideas of student
participation in school administration. “Such wondeiful things
can he done for boys and giils through student govcinment.” [82]
“Our pupils have nevci been inteicsted in student govern- 82 a
ment,” Margaret said
"Something seiious is wrong, Margaret, if boys and girls feel
no desire or need to have a part in the rules and regulations
which govern their behavioi while at school. [22] It .seems to mo
tliat any person affected by laws should be interested in making
them so that they are in accordance with what he wants Uiem
to be.”
Sounds good, and I agree with you. Cush will agree witli
you, too, but I know someone who won’t.”
"I believe if Mr. Morrow is appioaclied in the right way he
wdl realize the advantages of student government. I want to
talk it over with Cush first and perhaps all diree of us could
approach Mr. Morrow together ”
74 An Approach to Guidance
"I do think that our Hampton pupils are greatly in need of
more understanding of better citizenship,” Margaiet said,
thoughtfully. "The home-room plan can’t accomplish everything.”
“I hope next year that we can begin some clubs and some
82 b activities which will widen the interest of our pupils, too. Oh,
there is so much to do and so much to accomplish,” Molly said
unpahently.
“What do you think about my having a class in human relation-
ships next semestei?” Margaiet asked. [165]
82 c “Of couise I’d say that’s fine. Classes of this kind have proved
of benefit to students for years after leaving high school.”
Margaret said, “I tliink it will be a giand opportumty to stimu-
late them to undeistand themselves and otheis, too.”
"It could help them to understand the lelationships in tire
home, as well,” Molly added. “Many children have little under-
standing of the give-and-take necessary to live haimoniously in
the home.” [25]
“I haven’t thought thiough what might be included in the
course and, naturally, I want the pupils to decide exactly what
should be included in it, but I do hope to bring in much dis-
cussion about making the home a happy place in which to live,”
Margaret said.
“You might even include mothers m some way such as a
mothers’ study group,” Molly remaikcd.
“Did I ever tell you the story about the hoy, the hook, and
the bathtub?” Margaret asked, laughingly.
“No,” Molly replied.
“One day in September I let a boy take a book from tbe office
to bis home overnight and the next day he didn’t bring it back I
kept asking him and asking him to return it and finally I told
him that if he didn’t bung it back the next day I’d have to go
to his home and get it. He said repeatedly that his mother was
looking for it and that it had been misplaced. Weeks and months
went by and it was early in the spring by this time. Finally I
told him that I intended to go to his home the next day. He was
Hie Teacher Believes in Her Pupils 75
at school the next morning bnght and caily, die book held tightly
under his aim, and a smile on his face.”
“Wheie in the woild did they find it?” Molly asked.
'"That’s what I asked him. ‘My mother was cleaning out the
bathtub,’ he replied, ‘and she found it light on the boLtom.’”
The two women laughed together and foi a few niinulcs theie
was silence in the little kitchen as they made opim-face sand-
wiches and filled cookie plates. Molly was thmkirig about her
plans for pupils, and Maigaret continued .smiling reminisceully
about the boy, the book, and the bathtub.
“I wish we could do something about our pupils who aie re-
tarded mentally and those who aie letuuled only in theii aca-
demic work,” Margaiet said, finally. 82 d
Molly smiled “Cush and I have been talking about a class
for relaided childien who aie of average mental ability. I believe
that next year there will be a cla.ss taught by Miss Aion, now
in the sixth giadc at Columbia School, She will spend the morn-
ings in oui school and will go back to Columbia m the afteinoon.
The pupils will work with hci all morning on liasic skills and will
piobably go back to their regular classiooms foi, the afteinoon.
We’ve discussed it only once or twice, but Mr Moriow tliuiks it
IS a good idea,”
‘Tour plans seem fairly complete,” Maigaict said,
“No, we’ve talked about it very hltlc. There is, however, some-
thing else that I hope to see started next year, and that is a
guidance clime, I know of a situation in which a whole faculty
put their efforts into such a clinic and much good lesulted fiom 82 e
it.” [203]
“Blit you need a lot of experts for iliat, don’t you?” Margaiet
asked,
ij “No, I believe that we could have one right here in our own
school”
"Do you think we could get the finances?”
“It wouldn’t be necessary to spend much money, Tlie ideal
,/way IS for us to go on from where we are nght now and build
76
An Approach to Guidance
the clime slowly and surely. In fact, I hope that our little study
group, which is going so well now and inci easing in numbers
constantly, will lead into a clinic,” Molly said.
“It does sound promising,” Margaret agreed.
“It could grow out of our study group, which is now studying
how the different environments contribute to the total mental
health of the pupil. The puipiose of a school clinic such as we
/might have would be to study the child who is having life expe-
iiences too difficult for him to meet, and to bring out, through
talks with him and with his modier and tlirough data tliat might
be obtained, all the factors which destroy his security and happi-
ness.”
“That would involve contacts with the home, wouldn’t it?”
Margaret asked.
“Yes, it would. If one can get parental cooperation, and it is
possible in most cases, I believe, if parents aie approached sym-
pathetically, and if the school and home work together to alleviate
the pupil’s difficulty, good woik can be accomplished.”
‘Tm glad you feel as you do about parents, Molly,” Margaret
said. “It seems to me that most parents want to do the thing
which is best for their children if they know what to do. I be-
heve that we teachers have been inclmed to ignore and disregard
them.”
“I agree with you,” Molly said, nodding her head. She went
on, "A clinic is an excellent way to get teachers together to discuss
a pupil in terms of information rather than personal likes and
dislikes, and I’ve known of many children whose lives have been
changed tremendously through the efforts of teachers, working
together thiough a clinic in their school system.” [30]
“I think that every child should be given a chance, and even
urged, to express his feelings about his behavior and his life
experiences before others try to understand why he reacts m
certain ways, don’t you?” Margaret asked.
“It seems impossible to me,” Molly agreed; “to get any esti-
mate of the child’s motives unless he tells what he thinks about
77
The Teacher Believes in Hei Pupils
his enviionment and his associates. And I think that most schools
should include in dieir cumulative files some .anecdotal lecords,
interviews, personality tests, and other data which has been com-
piled thioughout the yeais about every pupil. One can tlicn see
tlie trends m a child’s behavior and can act much more wisely
to prevent delmquency than if lliis malciial is not compiled.”
“It does seem to me that most of our faculty need to become
moie sensitive to the pioblems and needs of the youth of our
community,” Margaiet said, thoughtfully. “And perhaps tlie clinic
would help all of us deal more intelligently with their difilculties.”
The door-bell rang and Molly and Maigaiel diopped their
apions and Molly started for the door, saying, “Theic are so
many tlnngs that one c.an do foi pupils and that pupils can do for
themselves. I wish we could start evciytlhng at once.”
BIBLIOGRAPHY
Fon TcAniEiis Aiiour Anonrsm-NTS
Avebill, Lawicnco Augustus, Adolescence (Boston. IIonghton-Mifllin
Company, 1936).
The chapters arc on- At tlio Tlirpshold, Growing up into Adilllliootl;
Conflicts and Misunderstandings Bulween llic Gorimilious, Siilisficrs, An-
noyers, and Maturation, Crimo and Dt‘Linf(uem'y; Adolcsirnt Iiilorcsts’;
The Parent and tlie Adole.sccnt; TIio School and tho Adolescent! Tlu; BAlo
of Sex in Adolescence, Adnlcscenl Ideals and Morals, The Aclolescent's
Hehgion, Orgimiring the Cornmunily for Adolescent Welfare, Adolescents'
in Histoiy! Literature, Biography, and Pluman AcliJevcment.
Tins book contains numerous case histories and intorprclaiinn? which
could be made from tliem. It dtscusses pie-adolcsconl needs and the kinds
of growing which take place as the adolescent approaehe.s achilthood. An
excellent discussion on the sources of conflicts in Uie homo is included.
The entire book represents a deep understanding of the needs of youtli.
The discussion of adolescent interests is particularly thorough as is tho
dioussion of the scliool and the adolescent. The chapter on religion is
tlioiough and inclusive An excellent book for teachers and parents.
Ablitt, Ada Hait, Adolescent Pstjcliologtj (New York: Ameiican Book
Company, 1933).
78 An Approach to Guidance
Contains chapters on" Physical Changes at Adolescence; Instinctive Tend-
encies, Emotional Life at Adolescence, Adolescent Escape and Defense
Mechanisms, Emotional Maturing, Learning at Adolescence, Memory and
Reasonmg, Intelhgence and Mental Growth; Personality, Moral and Reh-
gious Development; and The Hygiene of Adolescence
This volume is wntten in a simple style, is direct and interpretative,
and IS intended for college students and teaoheis. The psychological
material m it seems tliorough and mclusive. An excellent book of tlie
textbook type.
Bigelow, Maurice A, Adolescence (NewYoilc Funk & Wagnalls Com-
pany, 1937). National Health Senes.
Chapters on. Adolescence and Puberty; Alleged Moral and Social Charac-
teristics of Pre-adolescence and Adolescence, Sexual Instmcts, Reproductive
Function in Adolescence, Pliysical Changes in Adolescence, Special Hygiene
of Adolescence; Special Educational Problems of Adolescence.
Tliis little book of less than a bundled pages summarizes in a sane, clear
way tlie conclusions of scientific studies of die mental and physical develop-
ment of adolescence. The author corrects many false assumptions that have
been made about tlie “typical” behavior of youth and explains that this
period is simply a continuation of life, not a “new birtli ” It is written
simply and honestly and is easy for teachers, parents, or children to under-
stand. Has practical suggestions about die areas described in the chapter
Iistmgs above.
Blos, Peter, The Adolescent Personality (New Yoik: D. Appleton-
Century Company, Inc , 1941 ) .
The chapters are; Looking at Personality, Betty and Paul, Theory of
Adolescent Development, Mary and Joe, Education and Adolescent Devel-
opment.
The case histories in this book are thorough and complete, filled with
self-expressive materials and mterpretations of die material The role of
the school and die infiuence of teachers on the individual given m the
case histones is of particular value from the point of view of tlie teacher
The interpretations throughout die book are of outstanding value to the
student of adolescent behavior.
Cole, Luella, Psychology of Adolescence (New York. Farrar & Rme-
hart, Inc., 1943).
Chapters are Problems of Adolescence, Physical Development, Social
Development, Moral Development; and Intellectual Development
This superior book combines scientific data with practical suggestions
in a comprehensive way The summaries at the close of each chapter con-
79
The Teacher Behoves in Her Pupils
tain constructive suggestions about wliat teachers and schools can do to
prevent and to deciease adolescent problems. The chapters, "Emotions
and the School” (pp 133-161), “Community Influences" (pp. 410-429) and
“Choice o£ a Vocation” (pp 556-593) seemed paiLiculaily outstanding
An excellent book throughout from an mterpretative as well as from a
preventive and coirectivc point of view
Dimock, Hedley S , Rediscovering the Adolescent (New Ycnk Asso-
ciation Press, 1937)
Chapters arc The Adolescent Expands IIis World, The Play Pursuits
of the Adolescent, Adolescent Personality and Beluivior, The Adolescent
Chooses Fiicnds, The Adolescent Seeks Status, Adolescent Ernaneipation
from Parents; Moral and Religious Tlimkmg in Adoleseenee, The
Adolescent Forms Groups, Pubeity, At What Ago and Why? Puhescenee
and Physical Data; Toward an Understanding of die Adolescent
Hie volume is the result of several years of research and study about
200 “nonnal” boys who were not delinquent, not bright or dull, and with
no personality and behavior problems The book gives much factual data
about the interests, work habits, physical development, religion, social
life, and otlier factors about adolescents.
Fenton, Norman, The Counseloi's Interview with the Student (Stan-
ford, Calif,, Stanford Univeisity Pic&s, 1941),
This brief manual on the techniques of the personal interview discusses
the practical aspects of the personal mlorviow and gives many helpful
suggestions for counseling. It seems rather inclusive m point of view and
contains many specific suggestions for conducting a jicrsoiial interview
which the classroom teacher as well as the counselor would value.
Jones, Harold E , Development in Adolescence (New Yoik: D, Apphe-
ton-Century Company, Inc , 1943).
Tliere are chapters on; Hdte John Was at Home; Into Adolescence;
John as Seen by His Teachers and Classmates, John as n Membiu of Social
Groups; Physical Development, Motor and Mental Abilities; IntoicsLs and
Attitudes, An Interpretive Study of Some "Undeilying Tondoncios", John
as He Saw Himself; The Struggle for Maturity.
This book is based on records about a boy who had many unhappy
experiences over a period of seven years, including unhappy family icla-
tionships, economic stress, ill health, problems of physique, and social
diflSculties. It is the result of long and patient work by a research staff
which included psychologists, physicians, a physiologist, and a school
counselor. The book is .an mteiesUng case study of "John Sanders" and
his school and home experiences from the seventli to the twelfth grades,
inclusive
80 An Appioach to Guidance
Rainey, Homer P., and Others, How Fare American Youth? (New
York: D. Appleton-Century Company, Inc., 1938). Publication of the
American Youth Commission.
Chapters are: The Youth Among Us, Youth and Jobs; Youth and the
Schools, Youth and Ilealtli Recreation for Youth, The Plight of Rural Youth,
Negro Youth, Youtli and tlie Home, Youth and die Largei Citizenship,
Hus book is an attempt by tlie American Youth Commission “to identify
some of the more urgent problems of American youth and to define these
problems in some detail.” The role of die school is of vital importance m
all the considerations brought out m this volume. It is a challenge to the
teacher and to the administrator
Fob Adolescents
Alsop, G. F , and McBbude, Mary F., She’s 0-ff to College (New York:
The Vanguard Press, 1940) .
Chapters are Getting Started, Planning for College, Arrival, Freshman
Days; Life of Study and How to Manage It, The New Independence,
Professors and Subjects, 24 Hours a Day at College, College Health, Social
Life, The College World, College Adiletics, Clubs and Social Opportunities,
Personal Life, Friends and Friendliness; Creation of the College Self, Boys,
The Co-ed, Religion, Looking Toward the Future, Jobs, Career, Marriage,
Commencement
“Tliere is the right college for every girl” (p. 13). Written in story
form, diis book previews college life and gives many helpful suggestions
to die high-schooI girl going to college Lines at the end of each chapter
summarize its contents Outstanding chapters are, “Planning for College,”
“College Healdi,” “Personal Life," “Creation of die College Self,” and
"The Co-ed”
Alsop, G F., and McBbide, Mary F., She’s Off to Work (New York.
The Vanguard Press, 1941).
Chapter titles are Pattern for Living; The New Independence, Getting
That Fust Job, Living Arrangements; Healtli; Talent for Living, The
Office Personahty, Home Personahty, Friends and die Emotion^ Life;
and The Turn of die Year.
This book was written as a guide for the business gul who is just starting
out from either high school or college “Never in aU history has woman’s
fate rested so greatly in her own hands" (p 3) The book offers a challenge
to the ambitious girl of the business world and has an ample supply of
ideas and suggestions on gettmg tlie first mterviews and eventual job,
81
The Teacher Believes in Her Pupils
dress, ofHca manners, living quarters, and, so forth It is written partly in
fictional form and tlie mam points of each chapter are suminari7ed at tlio
end Very mteiesting reading
Bbomley, Dorothy, and Bbitten, Florence Haxton, Youth and Sex
(New Yolk: Harper & Brotheis, 1938).
Contents of the chapters are The Problem, Six Varieties of Giils; Six
Varieties of Boys; and The Situation.
“Sex IS a major problem of life and living” (p 0). Tliis book attempts
to present an objective picture of the beliavior of young people at the
present time Questionnaires were sent out to college students, and the
results were satisfactory to die authors. The infoimalion in the book is a
compilation of these results The authors feel that the attitudes of girls
toward sex today are changing and boys are adjusting to the change.
Automobiles, movies, lack of religion, war, and other factors brought a
change in sex standards The authors feel that youth arc seeking to deal
with their problems intelligently, not as youth of the last generation. This
book presents both sides of the picture of sex relationships but leaves the
ultimate resultant opinion up to the reader The hook is not prudish, but
tells of the results of sox relationships before marrmgo “Neither moralists
nor scientists can lay down a rule tliat will be valid for every individual”
(p 282)
Feddeb, Ruth, A Ctrl Grows Up (New York. McGraw-Hill Book Com-
pany, Inc , 1939)
Chapter titles are- Growing Up, Gaming Self-Confideneo; Acting Your
Age, Growing Up Emotionally, Getting on with People; Living Happily
with Your Family, Associating Happily with Boys; Deciding About a Job;
The Give and Take of Living.
This book has been written to aid the young girl through a difficult
period of her life— adolescence. The author found that girls were helped
by being led to think about, analyze, and solve their problems, rather than
having them follow so many rules in a set pattern. She challenges the young
girl to face life The purpose of the book is to "give mfomiation about
certain fundamentals of behavior, to help adolescents by discussing their
problems m their own language.” It is written in a style which would
delight the high-school girl and help her find the answers to such dislurli-
mg problems as, “how to get along with her family, problems of boy friends
and the true sippuficance of growing up ”
Lingenfelter, Mary, and Kitson, Harry, Vocations for Boys (New
York; Harcourt, Brace and Company, 1942).
Chapters are Wantcd-Skilled Craftsmen; Best Business and Professional
Opportunities, For the Elect Only; Risky but Rewarding; On Dress Parade,
82 An Approach to Guidance
Ladies First— But Me Too, When Hobbies Grow Up, Opportunities for the
Handicapped, The Look Aliead; and reading lists
The aim of this book, which is a predecessor of Vocations for Girls, is
to not only show boys still m school what occupational opportunities are
open to them, but also to spur tliem on to dunk about new types of careers
for diemselves The diversity of occupations is emphasized “Never get the
notion tint die world is against you" (p. 295) “The boy widi ability,
courage, and enterprise plus skilled hands and brains can cope with die
bamers he may meet,.,” (p 295)
Lingenfjelteb, Maiy, and Kitson, Harry, Vocations for Girls (New
York, Hareourt, Brace and Company, 1939).
Contents include Choosing an Occupation, Tlie Nert Steps; and then
discusses diirty-one diUerent vocational fields open to the young girl
This book undertakes to present a picture of women’s place in the
occupational world The aim of the book is to guide young giils toward
a knowledge of die occupations which are available and to show diem
what pieparatiou will be necessary for obtaining a position The book
has high standards for the young girl to meet and mamtams tliat the
world does not owe her a Lving but owes her die right to earn a living
providing tiiat she does her part The book is excellent for die lugh-school
gul because it gives much knowledge about many types of occupations.
There is an excellent reading list in Uie back of tiic book
McKown, Hariy, and Le Bhon, Marion, A Boy Grows Up (New York'
McGraw-Hill Book Company, Inc, 1940).
Chapter headmgs are; Every Year Is Different, Boyhood Years of
Famous Men, Finding It Easy to Grow Up, Finding It Haid to Grow Up,
How Old Are You to Your Family, Fitting mlo tlie Family Picture, How
Old Are You to Your Friends, Fitting into Organizations, How Old Are
You to Yourself, Finances; Healdi, Skills and Hobbies, fobs, Choosing
Your Way Through Life, The Future Begms in the Present
“Passing from boyhood to manhood is one of the great adventures of
life” (p 5) This good book was written for high-school boys, not to teach
diem how to hve, hut simply to offer some suggestaons that will help diem
get along m the world The book is wntten jin a man-to-man style, and
encourages the boy to become mature, to meet the problems that are
encountered every day, to grow up in the eyes of tiieir best selves and to
become die best that it is possible for them to become. It should be very
helpful for young men and older boys.
CHAPTEH VI
The Teacher Believes in the Parents
One day Cush came into Molly’s office huuiodly and said,
“Do you have time to see a pupil now?”
“Why, yes,” Molly answeied, pushing aside some tests on which
she was woiking “'What’s wiong?”
“A vciy sciious thing has happened, A hcautitul little eighth
giade gill fiom one of our best families hcie m Hampton has
been caught stealing ”
“What did sho steal?” Molly asked.
“We found a whole cache of tilings hidden in hci lockci-a
boy’s scaif, some pencils and eiaseis, a hoy’s sweater, and a
numbei of things, It’s odd, too, because none of it is anything
that she’d want,”
“Does she have a hrotlici?”
“Yes, but he’s just about nine yeais old, I know the family well
and I know she couldn’t bo stealing to get something she wanLs
or that he wants, either.”
“Would you like mo to see her in here?”
'Tes, if you will, please You may have a little tioulile with
her because she’s somewhat cmbaiiasscd about this She’s scared
to death to have her mother find out about it.”
Kathy Dunhai sat quietly with her hands in her lap when .she
talked later with Molly. She spoke softly and slowly and evi-
denced her feelings of embarrassment only by loweimg her eye-
lids and biting her undei-lip
Molly talked gently and pleasantly about school and home will) SS
her before approaching die problem. Then she said, not unkindly
84 An Approach to Guidance
“Childien don’t take things because they want them all the time,
Kathy, but they do usually have hurt feelings which cause diem
to take dungs. Could you teU me how you feel when you are
tempted hke this?”
“No,” Kathy responded, uncommunicativcly.
“Do you remember from whom you have taken them?”
“No,” she answered again, “just drffeient kids.”
“Suppose you tell me the names of one or two.”
“Johnny Morton, Billy Spangler, Dave Campbell. . . .”
"All boys?” Molly asked
Kathy looked at her with a surprised expression and then
glanced out of the window There was silence in the room foi a
few minutes and Kathy seemed to be lost in a woild of thought.
Finally she said, "I guess they were all boys.”
“Boys are a nuisance sometimes,” MoUy said, confidentially.
“Oh, they’re all light, I guess.” Kathy looked sUaight at Molly
and said, “I get along all right with hoys.”
MoUy realized diat it was very difficult for Kathy to discuss
the situation, but she knew that Kathy would have to expiess her
feelings before she could make any adjustment to her difBculty
And she would not be able to bring those feelings out until the
fears about her behavior had been alleviated to some degree.
“A great many childien take things, Kathy. Some get caught
and others don’t. The lucky ones are those who do get caught.”
There was a look of misery and embairassment on the child’s
face, but she said nothing.
“Yes, they are the lucky ones,” Molly continued, “if tliey get
their difficulties stiaightened out. Those who never get caught
never have a chance to find out where they’re off the beam. And
what you have done isn’t a crime, you know.”
“Oh, yes,” Kathy said, in a whisper.
“When a child steals— let’s bring the word right out in tire
open and talk about it— when any child steals, one knows that
there are certain situations m his home or his school or some-
wheie that cause that person to be unhappy and insecure, or
85
The Teacher Believes in the Parents
not sure of himself. And, because he has tlieso deep feelings way
down inside which cause him to be afraid and unhappy, he has
to do other things which seem to give him some feeling of mi-
poitance,”
“But I do feel happy,” Kathy piotested.
Molly felt that she would admit her difRcultics at school moie
easily dian those at homo and that the embaiia&srnenl of talking
about home would be as great for her as the emban assraent
caused by stealing.
“I’m glad you do, Katliy, and the fact that you feed happy most
of the time will help you woik out this situation. Sometimes it
isn’t easy to tell oi talk about difficulties at home, but all of us
have them and we’re wise if we lecognize them and then work
them out. It’s veiy silly foi any of us to say that wo’ie happy all
of the time.”
"My brother and I never quanel We should alway.s be kind
and sweet to each othei,”
“And that’s not easy to do, is it, Kathy?”
Kathy was silent for a moment. “Not wlien he makes me nuul ”
she said. And then she told Molly about hci brotlim and Molly
understood and helped Kathy understand the icul feelings she
was having about hci biother. At the close of their inleivu'w .she
explained that she would have to visit their home, but .she ussiued
Katliy that their conversation was coniidciilial. [208] It was
aiTanged dial Kathy would come in to see her again the next
afternoon
Later tire same day Cu.sh and Mr. Moitow weie talking to-
getlier in Mr. Moriow’s office. Cush mentioned the incident about
Kathy and Mr. Moriow said, with a fiown, “Do you thmk it’s *
good idea to have Miss McLane visit die Dunbar home?”
Cush answered, “Mrs Dunbai will have to find out about it.”
“But I wonder if it wouldn’t be a good idea for you to talk with
her?”
“I think that Miss McLane could handle the situation very
well.”
86
An Approach to Guidance
“I don’t want anything to happen which might distuib our
community oi our parents, Cush. Mrs. Morrow is creating a better
relationship between our homes and our school and I want to be
suie it continues Well have to be very careful about all of our
contacts with our parents ”
Cush was annoyed. “If Miss McLane can help our parents as
much as she is helping our teachers, we should be very giateful ”
“What do you feel she’s accomplished?” Mr. Moiiow asked
doubtfully
“I would say tliat the main thing she has done is to stimulate
them to help themselves. I couldn’t say that she has done so much
for our teachers. She has counseled sevcial of them and Clara
Anderson and tlie otlieis, too, are progressing veiy well And the
study group about guidance methods is proving to be veiy stim-
ulating to die teachers. We don’t have nearly as many childien
referred to die office foi misbehavior as we used to have.”
“Why not?” Mr Morrow wanted to know
“Because the teachers are working out their discipline prob-
lems more efiectively. I think that tiiey’re beginning to under-
stand children better and aie learning how to guide them more
adequately ”
“And do you feel that this is die result of Miss McLane’s work?”
"Yes, I do,” Cush answered thoughtfully. “Miss McLane is not
rushing into, or urging the teachers into any guidance woik She
is moving slowly and cautiously. However, I am very giatificd
to find more cooperation and a better attitude among the
teachers ”
“I think that I should talk with Miss McLane before she goes to
the Dunbar home,” Mr. Morrow said. “I just want to take a little
precaution, Cush.”
Molly realized when Mr. Moiiow opened the subject of the
Dunbar case that he was really questioning her tact and diplo-
macy in making parental contacts and Mi. Moirow admired the
way m which she brought die issue directly into focus
“I think drat most parents are concerned about the welfare of
87
The Teacher Believes in the Parents
their children,” she said, “and tliey will show their concern if
approached m the light way— with sympathetic intciest. [225]
That is true particularly, I think, of parents from our better
homes.”
"Evidently you have mudi confidence in parents,” Mr. Monow
said, with a smile.
Molly laughed and said, "Yes, even in Hampton, It would be
veiy difficult to work with parents, or with anyone, unless one
has confidence in his integrity.”
"And what would your appioach be to Mrs Dtinbai?” Mr.
Monow asked.
“Well, first, and most important, probably, would bo the need
to develop her confidence in me, because without that she
wouldn’t even be willing to discuss Kathy’s problem. Tlien I
should hope to get hei leal feelings about her daughter and her
difficulties I should hope to have enough Icnowlcclgc of human
natuie to understand her point of view. And then ni our di,s-
cussion both of us would need to considci all of the factois which
might be involved and whicli might cause Kathy to .slc'al. It was
rather interesting to me that she steals only fiom boys and it may
be that theie is some pioblcm with her younger brother” Molly
did not violate Kathy’s confidence.
"Isn’t it ratlier dangerous to airive at any pieconceivcd ideas
about the causes of stealing^” Mr. Mon'ow checked Molly,
"Yes, but it is wise to consider all the factor.s and possibilities,”
His cross-examination of her continued with, “Don't you think.
Miss McLane, that, in geneial, it is unwise for tcachcns to counsel
parents?”
Molly answered slowly, “It seems to me tliat many parents
would be happy to discuss their children freely and openly witli
teachers I believe that our teachers should have definite tiaining S5
and expeiience while in college m methods of working with par-
ents, not because parents aic different, but because teachers
should understand the parent point of view and have ex-
perience in ways of approaching parent problems sympatliclically.
88 An Approach to Guidance
Many schools aie insisting on teacher-parent interviews about
pupils instead of leport-caids, oi in addition to report-cards, and
it seems to me that teachers should learn methods of interviewing
parents and should develop an appreciation of their contiibution
“You imply that they have a contribution to make to the
school ”
“I think that drey do have and I believe that the time is not
too far distant for die parents and the teachers to work together
foi die common good of the children.”
“I hope that you will be very careful to mcur only the good-
will of Mrs. Dunbai.”
Molly presumed diat his remark was an indication of his ap-
proval and his willingness for her to pioceed with furdier studies
into Kadiy’s problem, and when she left his office she felt that,
although no woids had been expressed to that effect, she had
gained some respect and was in closer accord with Mi. Morrow.
Mrs Dunbar’s tasteful clothing and poised behavior were in-
dicative of her cultural position m die community. Hei fiist re-
sponse to Kathy’s stealing was amazement and disbelief. “There
IS absolutely no leason for Katby to steal anything. She has every-
thing in die world she wants.”
“I’m sure that’s tiue. Mis. Dunbai, Kadiy’s manners and her
bebavioi m general speak well of the training you have given her.
It’s interesting that she has taken things only from boys and yet
she feels that she gets along very well with die boys at school.”
“Kathy always gets along well with people. Both boys and gurls
visit her in our home constandy and it has always been open to
her fiiends. I can see no cause for such behavior.”
“There are usually several contiibutmg causes to stealing and
frequently childien express resentment dirough the things they
steal Can you remember any othei instances, even a number of
years ago, when Kathy took something heie in the home which
belonged to someone else? I know that you are as anxious to
correct Kathy’s problem as we are,” Molly said, simply.
Mrs. Dunbar thought for a few minutes. “I remember when
The Teacher Believes in the Parents 89
she was about seven or eight she took two dollars out of her
grandmothei’s pmse.”
“What did she do with it?” Molly asked.
"Nothing. She just hid it in hei diesser drawei and gave it to
us when we accused her of taking it But tliere has nevci been
any indication of that kind of behavioi since then Well," Mis.
Dunbai said, witli some hesitation, “she does take things fiom
her bi other”
“Did Kathy resent tlie aiiival of her brother?”
“Oh, yes. She was foui years old and I lemombci that she
slapped him die first time she saw him. But I have impicssed
upon Kathy that she should love her biodiei just as all of us love
Grandma and each other ”
“Has your mother lived with you foi some time?”
“Oh, yes She’s lived with us evei since we’ve been maiiicd.
She really manages the house very well for us ”
Mis, Dunbar was somewhat voluble and continued, “Kathy
has made remaiks at times about paitiality towaid David, but,
there isn’t one bit of tiiitli in it Giandma nevei buys anyllimg
for David without spending the same amount on Kathy.”
“But Kathy feels that she shows partiality?”
“She has made remarks about it, but, as I said,” Mrs. Dunbar
insisted, “there isn’t any leason foi hci to feel like that,”
“Sometimes children get ideas like that and their feelings of
insecurity become very intense. And, of couise,” Molly said,
thoughtfully, “there are many ways of showing partiality.”
“Mother had three daughtcis and I know tliat she does enjoy
David,” Mrs. Dunbar admitted
“And Kathy probably realizes that. Does she have much time
alone with you?”
“You mean Kathy?”
“Yes.”
“Wejl, no.” Mrs, Dunbar had evidently not thought of her
daughter’s need for bei companionship. ‘T suppose tliat I haven’t
given her as much of my time as I should have.”
90
An Approacli to Guidance
Molly ended her interview with Mis. Dunbar with a pleasant
discussion about children’s problems, tiying to bring in a few
points that she felt were true about Kathy. She closed the intci-
view by saying that she planned to see Kathy again and asking
Mrs Dunbar to visit her at her oflSce in the near futuie.
Molly met Mr. Moirow in the hall the next day and asked if
he would like a report of her visit to the Dunbar home He as-
sured her tliat he wanted a complete report.
“Theie are a number of contribuhng causes to Kathy’s be-
havioi,” she said “I talked with her yesterday and she does resent
tlie gi andmother’s piesence very much, not only because the
grandmother, as well as the mother, is partial to the boy, but
because the giandmotlier and die mother talk together a gieat
deal and Kathy has no time alone with her mothei. From what
Kathy said, which must be considered only as her point of view,
the fathei also lesents the maternal grandmothei’s presence. The
mothei, on the othei hand, has evidently been close to her mother
all of hei life and avoids the responsibihty of the home when
die grandmother is there,”
"But why doesn’t the child protest about these things?” Mr.
Monow asked.
"Fiom what Mrs Dunbar said, the child has been made to
feel an obligation of love and affection and I think that Kathy
has been unable to express her leal feelings of antagonism toward
the grandmother, her mother, or hei brother Not only has she
been unable to express them, but she has been forbidden to think
them and has developed a leal sense of guilt about the way she
feels”
"What are you going to say to the mother?” Mr. Morrow ques-
tioned.
“Of course I shall not tell her my personal opinion, which is
that the child resents the divided authority, the partiality towaid
her brother, the grandmother’s presence, and the lack of time
and attention from her mother to such an extent that she will find
some way of showmg this resentment as long as the grandmodier
The Teacher Believes in the Parents 91
lives with them. And, if Kathy is coirect m estimating her father’.s
feelings, he would like a change, too ”
“But what will you say to hei?” Mi Monow insisted.
“I shall try to help her understand these things herse'lf," Molly
answered. “She will be willing to coircct only those home piob-
lems she is willing to iccognize. And, after all, I can't i(il her
that she should make other anangemcnls about her inotliei. She
must see that foi lici self ”
When Mis. Dimbai came to the school Molly wa,s kind, but
firm in saying, "It is rather difficult for the school In give piueiils
information of this kind, Mis Dnnbar, and onr pin pose is ect-
tainly not to tell you what yon should do.”
Mrs. Dunbar said, with emphasis, “I want to know everything
that I should know about how Katby fei-ls and what she has
said to you She doesn’t know that I know about ibis I ihoiight
it wiser not to tell her that I know until T had anothci cluuice to
talk with you.”
“I told hei that I intended to discuss it wilh yon,” Mollv said.
She approached the discussion of the giundmollici’s piescnce
in the home with some caution, but befoio llie inteiview was
ovei, Mrs, Dimbai began to realize the piolilenis wlikh had
developed in the home.
“My husband and I have upon occa.sioa had wouls about il,"
she admitted, “but he has been pciliap,s too Icnienl in conceding
to my wishes.”
“You undeisiand that we are merely saying what seems true In
us, Mis. Dunbai,” Molly said, "We are iiileiesled in Kathv and
evaluate situations fiom her point of view pranaiily I don’t
imagine it is easy for anyone to recognize prohlerns which c.\'ist
in the home and I certainly admire the way in which you con-
sider these difficulties.”
“I think it would be wise for my mother to visit my si.stci on
the West Coast for several months until we have this straighteiu'd
out at home. After that we can see what plans may bo made,”
Mrs, Dunbar said
92 An Approach to Guidance
“Do you feel that Kathy’s stealing is caused only by her
grandmother’s partiality?” Molly asked.
Mrs. Dunbai looked surprised and said, slowly, “Well, yes,
that’s what I thought. What do you mean?”
“Stealing is usually indicative of a whole pattern, or group of
insecurities rather than just one thmg,” Molly said. “Merely re-
moving the partiality of the grandmother wdl not necessarily
stop the stealing.”
‘1 don’t believe I understand what you mean, Miss McLane,”
Mrs. Dunbar said, with a puzzled expression on her face.
“I’m really saying two things, that there are a number of reasons
why Kathy feels insecure and that merely removing the causes of
die stealing will not solve all of her problems In other words, a
constructive emphasis must replace the destructive influences.
' Certain patterns of behavior have been established and now new
patterns must be begun. But first let us consider some of tlie other
causes of Kathy's insecurity in addition to her grandmother’s par-
tiahty. Can you understand what these causes are, Mrs Dunbai?”
Molly asked kindly.
“I do lemember that Kathy complained about our never hav-
ing time to do thmgs togedier,” Mrs Dunbar said, thoughtfully.
"She has spoken about odier girls and their motlieis going places
together and sharing interests, but somehow I always seem to be
too busy.”
“With your mother?”
“Probably. I guess it was mother and I who shaied interests
and pleasures lather than Kathy and I And she probably has
other resentments about which I know nothing.”
That IS probably true,” Molly said “And can you see your
way through this problem with Katliy and make plans to develop
a constructive, growth attitude in the home?”
"Well, I suppose I should try to plan some activities with her.”
“I think that would be very good for her and foi you.”
"What else do you thmk I should do?”
Terhaps it would be enough to make the changes you have
The Teacher Believes m the Parents 93
in rnind, It will not be easy to work out the situation with your
motlier, will it?” Molly asked.
T don’t know. Mothei has much common sense and I’m sure
she will understand this situation, but— well get in touch widi
you later.”
Seveial days later Mr. Morrow asked Molly to slop in his office
that morning.
“I met Mis. Dunbar on the sticot yesterday,” he .said, smiling.
"She gave me a very fine report aliout youi woik with Kathy.”
"Mrs. Dunbai is a lealistic person and will bo able to woik
things out in the home, I think,” Molly .said.
"I was interested in youi lemark the othci day,” he went on,
“about teaclieis having interviews with paients about then cliil-
dien’s grades instead of sending home a rcpoit-ciud. It seem to
me that we could tiy that heio in Hampton. I’ve been against
report-cards foi a good many ycais.”
"Well,” Molly said, slowly, "I think it is a goal to work tosviud.
I’m not suio what tiro teachers would think about it ”
"The important Oiing is whethei oi not it’s a good idem,” [SOB]
Mr. Morrow said, with some emphasis “Repoi t-eauls s(>ut to the
home is an abominable practice, and it seems to me that light
now is a good time to get tcaclicr -parent inteivie'ws .started, If
we could establish the iclationships with a niiniijei of homes
which you have established with the Dunbar borne, we could
have better home-school cooperation.” lie paused for a moment
and said, “Do you think that you could sell the tcachcis on the
idea?” [217]
Molly was peiplexcd She know that the teachcr.s would ln>
antagonistic and resentful towaid a change as far-icaching as
this promised to be. Mr. Cushman’s methods of domoernlie co-
operation in the high school concerning matters which related to
their work had taught the teachers that they had an administia-
tive contribution, and Molly knew tliat they would resent Mr.
Morrow’s aggiessive manner of imposing his ideas without at
least discussing them together.
94
An Approach to Guidance
'Would you like me to tallc with them and see what they think
about it?” Molly asked “Or do you want to have a meeting m
which you will discuss it and get their suggestions?”
Theie was silence m the ofiBce for a few minutes and Mr.
Moriow said, finally, “We’ll have Mi Cushman call a meeting
Friday morning before school and we’ll discuss it with diem
then ”
There was open hostility to the idea of teachers having an in-
teiview with each paient of pupils in their home-iooms at die
mid-semestei and again at the close of school [165] Molly was
interested in the fact that the teachers expressed themselves freely
and Mr. Moirow was surprised at dieir reaction, too. Molly
chuckled to herself at the realization that the teachers felt more
adequate in an open meeting than diey had felt earlier m the
yeai.
“Parents will resent it,” one teacher said.
“The pupils want giades only,” another teacher added.
“There will be no basis for college entrance,” still another said
Molly realized that their opposition was caused by seveial
things. They thought that this new idea would mean additional
time spent at school, they did not understand paient interviewing,
they questioned the success tiiey might have in working with
Hampton citizens, and they resented an undemocratic method
of policy changing.
There was such open hostility to the idea that Mi, Cushman
suggested that they have another meeting after they had had
time to think through their objections and the administration had
had time to make plans that were more satisfactory.
Molly and Cush talked about it later with Mr. Morrow They
decided tlrat they could dismiss school a week early and allow
the teachers this time for interviewing parents, they could suggest
books and other materials on interviewing to help the teachers
know how to approach parents, and they should do some foun-
dation work to help their teachers realize the value of this plan
to the pupils, tlieir parents, and to themselves. [7]
95
Tlic Teacher Believes ha the Parents
Molly said, “I have heard that Da. Watson at Austin University
is something of an authoiity in counseling I wondei if wc might
have him talk at our next teachcis’ meeting? Wc could have open
discussion and he might be able to answer a nuinbci of their
questions.”
Teachcis met in little groups to exchange ideas about report-
cards and having teachcr-paicnt inlcivicw.s. Margaiet Webster
suggested that they have a panel discussion for toaeht'is and
paients, the panel to consnst of two paients, two teaelieis. Dr.
Watson, and Mr, Moiiow
T think that any person affected by a change in policy shmild
have a voice in changing that policy,” she said, “and I think wc
should have discussions with the pupils in the home-rooms about
this plan before going ahead with it.”
Tlie home-ioom discussions stimulated intense interest Pupils
were against icpoit-caids and the five-point guiding system, but
they weie not optimistic about their paients’ interest oi coopeia-
tion And for the next week the subject of rcpoit-caids was the
topic of conversation among pupils, teachcis, and paients The
idea of a panel discus,sion had bronghl .such appioval finm every-
one that it was decided to hold an evening meeting and to add
two pupils to the panel— the high-school jiicsident and the junior-
high president Mr Moiiow, Molly, and Cn.sh leali'/ed that the
plans for the evening meeting .should bo well-formulated and
their strategy well arranged. Molly talked with a niimbei of
teachers from time to time and icceavcd some woilh-whilc sug-
gestions, especially from the younger teacheis. Sally Miller was
among the group who voluntceied excolloiit ideas.
“I think the whole plan is grand,” she said. “You know, Miss
McLane, when you’ie getting your education you leain many
idealistic points of view and when you get out into the field you
find tlae situation realistic and far from tlae way you have been
taught it should be. We learned a lot about tlie democratic school
which doesn’t actually exist.”
"Well,” Molly said, “one system will be democratic in one way
96 An Approach to Guidance
and another school wxU he progressive in another way. Thank
goodness there is no such tiling as peifection because tlien there
would be nothing toward which to work. How do you feel about
interviewing parents?”
“I suppose I feel like most of the otliers— unprepared for it, and
yet I think it is a swell idea. It should make the schools and the
parents closer together, it should help tlie students because par-
ents and teachers will understand each otliei better, and I wonder
if the interviews might not be an opening through which teach-
ers might make some helpful suggestions to parents about their
children” [93]
"You’ve been doing some pretty good thinking about this,
haven’t you?” Molly said.
“Well, after all, it hasn’t been so very long ago since I was in
high school. And theie is another thing that I just thought of. We
often hear that parents aren’t interested in what tlien kids are
doing after they get into high school. My motlier was oui home-
room mother once, and she said that paients felt left out of their
children’s school lives after they staited to high school. Mom
said that parents told her that they had felt very close to the
elemenlaiy school and even a pait of tlie junior-high, but that by
the time their children were in high school neither the children
noi the teachers wanted them in the picture any longer. My
modier tried very hard to interest paients in our high school, but
it was just no go because the admmistration didn’t interest itself
in them ”
Molly was thoughtful for a moment. “It seems to me that we
may be able to reach many parents through these mterviews. [51]
Of course there are some mothers and fathers who leally are not
mterested m their children or in the school, and tlien there are
many parents who seem indifferent, but who really are defensive
because they think that neither the children nor the schools want
them to be interested. It seems to me that this whole problem of
meeting the needs of youth is one for all of us, it means meetmg
together and working together to plan for those needs.”
The Teacher Believes in the Parents 97
"Of couise it will be impossible to convmce many parents that
grades should not be given out,” Norma said.
“The high school has to give grades because of college re-
quirements and parents know that we will have rccoids The
advantage of tliese interviews is to help parents undei, stand what *
then children aie doing and to appreciate what tlie child can ‘
accomplish. Theie are, of couise, otlier values, but I’m afiaid that
giving giades is a piactice which we .sliall have with us for many
yeais And if we keep lecords in oui office, both pupils and par-
ents should know what they are. I thmk it would be wise to dis-
cuss die giades which pupils are to receive during tlie intei views
so that motlieis and fathers will understand why dieir children
leceive ceitam maiks.”
A numbei of teacheis read books on counseling and discussed S3
methods of intci viewing paicnts and childicn during tlic noon
hour. By the time die night of die big meeting amved, teachers
had claiificd tiieir thinking and weie definitely foi or against tlio
plan of parent inteiviews. They lealizcd that these inteivicws
were not advice-giving sessions, that they were mciely a time
for greater undeistandmg and appreciation of each otlier and foi
discussion of what each child, each parent, and cvciy teacher
could do to diiect the youdi of die community. It was planned to 94
devote the last week of school each semester to these interviews,
tlie time to include three days and evenings so that woiking
parents would have an opportunity to come to die school and
meet their children’s teachers.
Dr, Watson was the fiist speaker of die panel and his humor
and sensible philosophy made an instant appeal. He established
an emotional attitude of calm delibeiation and reflective thinking.
He talked at length about the advisability of the pupil, the school,
and the home woiking together to solve problems which weio
common to all He stressed the necessity of a school enviionment
which made teacher growth possible and a home environment
in which parents and chdehen could understand each othei.
There were some dissenters among the high-school parents as
98 An Approach to Guidance
well as the teachers who supported the one parent and the one
teacher on the panel who were against the plan of teacher-parent
inteiviews, but the discussion tiend was so thoroughly in favor
of the idea that those who were against it weie gieatly outnura-
beied.
The lugh-school president, a biilliant boy of much piomise,
made a suggestion which bi ought him some commendation— that
pupils and teacheis, together, should talk about and decide upon
tlie grades which pupils had earned m their classes. He bi ought
95 out die two points tliat any giade, regardless of how objective
It might be, was really a matter of personal opinion, bias, and
piejudice, that it was impossible for a teacher to estimate what
a pupil had learned m a class, and that giades should be based
upon how much a pupil had giown in a class lather than on his
comparative rank with othei pupils.
Tlie piesident of the P. T. A., who was one of the panel mem-
bers and who was among die piogiessive thinkers of Hampton,
made the suggestion diat Dr, Watson be engaged, if possible,
to hold discussions for Hampton teachers and parents about what
they could do to prepare the youth of the community to meet
life. This suggestion met with some applause.
96 At die close of the meeting Molly talked with Mr. Monow and
said, "Thanks to your good planning, the whole evening was a
success.”
BIBLIOGRAPHY FOR TEACHERS
On Undeestanding Parents and Family Relationships
Baeuch, Dorothy, Parents Can. Be People (New York: D. Appleton-
Century Company, Inc , 1944) .
Chapter titles are Making Parendiood Easier, Prenatal Impressions; All
Thumbs, Babies Talk at Birtfi, Tlie Feeding Dilemma, Keep Clean or Die,
The Green-Eyed Monster, Wlio Is Boss?, Questions You Hope They’ll Ask,
Is Blood Thicker?, Parents at Intervals; The Careless Age, Good or Bad
Neighbors, Inner Devils; Have I Been a Success?
99
The Teacher Believes in the Parents
This warm, understanding book on parental problems from Ibc prenatal
period through adolescence is both for and about patents Om. could not
read through the pages tliat are filled with humor as well as pathos willioul
coming mucli closer to llic dilemmas and difficulties as well as the joys’
and happinesses of parents The last chapter, “Has'e I Been a Siiti essf”
brings out some of the fears which assail a parent and explain some of
tlie causes of parental feelings The book answers the cjiiestnm with, “Wo
will have made a success if we have managed to keep vividly and heauli-
fully alive inside us the capacity for loving and giving, if we have found
a way of expressing the urge toward wholeness winch lies in the deepe st
and richest, creative part of us all” (p. 252).
Cunningham, Bess V., Family Behavior (Philadelplua: W. B. Saunders
Company, 1941)
Chapter titles are Family and Family Behavior, Historical Background;
How Shall Wo Study the Family?; Neighbors, Mine Neighbors, Common
Community Forces, Working and Shaiing Income, Using Leisure; Adjusting
to Community Life; Maintaining Healthy Minds; Careers for Parents;
Children and Thoir Parents; Growing Up, Eaniing a Living, Families of
Tomorrow
This book is “intended for the student of college age,” but it would bo
of value to the teacher not only as a guide to gre.iUu knowledge of family
life, but also as a source book There are excellent references al the close of
each chapter and excellent bibliographies It would be a fine book for
teachers to be acquainted with and to recommend to higli-behool students
Veiy readable for young people
D’Evelyn, Katherine E,, Individual Varent-Teacher Conferences, Un-
published Doctoral Project, Teachers College, Columbia UnivcusiLy,
1944.
“If tlie school is going to accept its responsibility for the personality
growth of die child, , it becomes obvious llmt parent-toacber conferences
are not an adjunct to the school program ... but an integral pait of it”
(p 129)
Tlie author of this book feels that time must be allowed for conferonces
and that, excepting especially difficult cases, “tho teaeliers slunild, nnd
could, counsel their own parents under supervision,” but th.tt an expert
be available for supervision and for working with difficult cases Tho author
feels diat student teachers should have training in parent counseling and
diat, of great importance, is the mental health of the teacher Tins project
contains many excellent suggesbons for counseling techniques in teacher-
parent relationships of this kind and gives excellent interpretations of
sample conferences.
100 An Approach lo Guidance
Folsom, Joseph K., Youth, Family, and Education (Washington, D. C..
American Council on Education, 1941). Prepared for the American
Youth Commission.
The ciiapter titles are. The Changing Objectives of Education, The
Modern Problems of Family Living, Impioving Family Life, An Op-
portunity for Education, Origins and Development of Family-Life Educa-
tion, The Nursery School and Elcmentaiy School, High School Programs,
College Programs, Social Group Work Outside die Schools, Family Case
Work and Family Counseling, Community and Statewide Coordination of
Effort; National Programs, The Distribution of Functions m a National
Program, Use of the Impeisonal Media of Communication.
This hook proffers tlie point of view tliat a “new movement-education
for family living— is under way. Tins indudes not only education m the
schools to give an understanding of one’s piesent or future family relation-
ships but also those educational experiences m the home itseK” (p xlv).
There is an inclusive discussion of tlie modern piohleins of family living,
and there are excellent suggestions as to what diffeient classes and subjects
in the school may contribute lo family livmg “ probably not more tlian
10 per cent of youth now m high school are reached by all existing high
school programs combined . . Yet the high school . represents tlie most
hopeful medium for teaching the largest numbers It is second to no other
institution in its importance for education in family living" (p 119)
Goodykoontz, Bess, and Others, Family Living and Our Schools (New
Yoik D. Appleton-Century Company, Inc., 1941). National Education
Association Publication.
The chapter titles are The Need for Education for Home and Family
Living, Themes for the Educational Program for Home and Family Living;
The Developmental Needs of Individuals as a Basis for the Programs of
the Schools, Elementary School Progiams, Secondary School Programs,
College Programs, Programs for YouUi and Adults; The Educational Prep-
aration of Teachers, Acbvities Designed to Improve tire Program of tlie
School for Home and Family Life.
This inclusive hook has excellent mateiial on the need for family-hfe
education. “If the schools and colleges largely ignore home and family
living and in dieir teachings, and announced goals relegate marriage and
family living to a minor unimportant aspect of life, then we cannot expect
young people to thmk or act odierwise If schools and colleges stress
academic achievement, careers, knowledge and skills for every activity but
for living, we must realize how strongly our educational programs are
weighted against the family and how effectively they deny the significance
of living" (p 26) Tlie book is filled witli practical suggestions for ele-
mentary, secondary, and college programs of scbool-bome guidance and
The Teacher Believes in the Parents 101
contains beautiful illustrations of activities in the public schools. It not
only challenges education with its responsibility for parental and home
guidance but devotes the greatest part of the volume to a discussion of
what can be and is being done in education for family living, It is a
"must” for every public-school teacher’s personal libiury
Lytton, Mabel C,, The Art of Intcroicwing (Washington, D, C. The
National Education Association, 1929), Vol. 67, pp 371-376. Pro-
ceedings of the Sixty-Seventh Annual Meeting
Although tins paper discusses the art of interviewing pupils, the detailed
principles discussed concerning methods and lechiiKpu's would apply
equally well to intei viewing parents Tlic autlior discusses llie importance,
of the place of the inleivicw and llic need to hold it wlicre iheie will bo
a favorable reaction on the person who enters it, the inters'iew, the inter-
vi( 3 W 0 i_-hor pcisonal appearance, attitudes of sincoiity, sympathy, and
sense of humor, the need for privacy and warmth m Uie relationship, and
gives an excellent discussion of methods of interviewing Tlie author points
out tliat no two intci views will be identical and gives some broad principles
which should bo of help to every teacher who is undertaking inlerviews or
counseling She states that llio “great gcneial purpose gn’ing . . inspira-
tion, self-reliance, and courage” (p 375) must be in the interviewer’s
mind at all times
BIBLIOGRAPHY FOR PARENT.S
On Unpehstanding Anoi,r-,.sci’.NT}. and Tiir .SriiooLS
Coe, George A, What Ails Our Youth (New Yoik, Charle.s Scribner’s
Sons, 1027).
Chapter titles arc What Has Happened to Onr Young People?; What
Alls Education?, When Is a Youth Wcll-Ecliicalcd?, Why does Not Religion
Supply the Missing Factor?, What Shall We Do with Our Critical Youth?;
and an epilogue, Must Religion Giow Old?
Coe discusses the causes of youth’s problems and feels that education
does not meet the needs of youth and that adults must, fust, “attack our
own [tlie adult's] ailments at the same time that wo attack those of the
young, second, the young must take pari in the attack upon both llicir
ailments and ours” (p 17) 'Tlie discussion of what ails education is
splendid, and die place of religion m the scheme of life Is tliouglit-provok-
ing. There' IS much inspiration m this little 92-page treatise which .should
help the parent or teacher obtain some new points of view about adolescents.
Counts, Geoige S , Dare the Sehool Build a New Social Older P (New
York: The John Day Company, 1932).
102 An Approach to Guidance
This pamphlet is based on tliree papers Ihe autlior has given before
educational groups, their titles being (1) Dare Progressive Education Be
Progressive?, (2) Education Through Indoctrination, and (3) Freedom,
Cultural, Social Planning, and Leadership
These three papers give clear-cut dunking and state objectives in educa-
tion in such understandable language that parents and laymen may be
able to gam a vital picture of tlie r61e of the school today and m the future.
"That the teachers should deliberately reach for power and then make dio
most of their conquest is my firm conviction” (p 28) This book is included
in this bibliography for parents because it is behoved that it will help lliem
understand changes dial are taking place widiin the school
Tayuoh, Katharme Whiteside, Do Adolescents Deed Parents? (New
York. D Appleton-Centuiy Company, Inc., 1938). A Publication of
tie Progiessive Education Association
Tliere are two parts to this book The Parents’ R61e, which includes
chapters Parents Are Still Wanted, Enemies or Friends, Parents Are Also
People, Understanding, and Affection widi Freedom Part Two. Adolescent
Needs, includes chapters on Experiences of Their Own, Makmg Friends,
Standards to Live By, A Livmg Rebgion, Fmding Work, Finding Love,
and A Home of Their Own.
This hook has been written for parents and the autlior answers the
tide question with an emphatic “Yes ” “ at adolescence, with the child’s
maturing capacities to do things for himself, doing becomes a relatively
less and less important item in the parents’ rfile, and being assumes the
major part” (p 42) The chapter, “Parents Are Also People” is outstanding
and gives a warm picture of the parental point of view. Tins book is splendid
for hodi modicrs and fatiiers, is very readable, and should help parents
understand dieir adolescents’ needs
Wembbidge, Eleanor R , Let’s Understand Each Other (New York-
The Woman’s Press, 1940).
The chapters m tins book are forty-four short stories which exemplify how
the ego, die sex drives, and the parent-child diives are satisfied or frustrated
The book contains delightful skillfully written stories which illustrate
certain, points of view Each chapter has a brief explanation of the point
brought out m the story and questions for discussion The stories are about
young and old, parents and teachers, men and women, boys and girls, and
almost any person interested in getting a practical understanding of human
nature would enjoy diis book of stones which delight and teach Parents
of adolescents would find it of help m understandmg both themselves and
their sons and daughters.
CHAPTEB VII
The Teacher Believes in the Community
One afternoon as Molly was leaving her office, Mr. Kendall,
the attendance officer, stopped in. and asked to talk witli her for
a few minutes
“Mr. Cushman asked me to stop and discuss an interesting and
difficult case on which I have been woikmg,” he said. “Mr.
Fletcher has been ill, as you know, foi aliont three weeks and
hasn’t been able to help me on thns, and Mr. Cushman thought
I should talk with yon about it ”
“Is that the case of the new boy whose paionts came here for
the fathei’s health?” Molly wanted to know.
'Tes, Bob Hutchms,” Mi. Kendall icphcd.
“Mr. Cushman mentioned that you would be in to see me about
him.”
Mr. Kendall scratched ibo back of liis head, nimplmg bis thin-
ning gray hair and said, with a chuckle, “The httle rascall He’s
got me stumped.”
“In what way?” Molly asked, laughing.
“He’s so dam polite with Ins slow drawl. He ditches school
about thiee afternoons a week to go out to the golf couise and
caddy, and then, which I catch up with him and scold him, ho
acts so surprised that I feel like die guilty culprit.”
“Does he need the money he makes caddying?” Molly asked
[ 107 ]
“Yes,” Mr. Kendall replied. “The family is having some finan-
cial trouble with the sick father and moving and eveiything. And
it is my job to see that Uie kid stays in school because he’s only
fifteen and is m the eighth giade.”
103
104 An Approach to Guidance
“What would you like me to do about it, Mr. Kendall?”
“Well, now, I was wondering if you would mind stopping by
to see the mother. I just can't get heads or tads out of her and
she says tliat she pst cam’t do nothin’ witli the boy.’ ”
Molly’s visit to tlie home revealed tliat the father was really
ill and tliat they had come fiom tlie South to the West foi his
health. 'Tlie mother explained tliat they actually did need the
money which the boy made caddying because tlie father could
woik only part of the tune.
“I’d like to go to work. Miss McLane,” she said, pulling her
slart flora the giasp of a tow-headed, mischievous child. "But I
cain’t do that with this three-yeai-old young-un. I ain’t got no
one to take care of her.”
“Couldn’t you leave her at the day nursery?” Molly asked. “Bob
could bung her home after school.”
“Lands, I didn’t know theie was sich a thing,” Mrs. Hutchins
was surpused.
‘If you went to woik and earned enough to take caie of die
family’s needs, do you think that Bob would stay ui school?”
Molly asked.
“Yessum, I certainly do. Bob really likes school and he thinks
the boys and guls in Hampton aie giand. And he’s ciazy about
the work they’ie letting him do on the high-school paper. Bob
wants to be a reporter, you know, and he ceitamly has got plenty
of imagination.”
“Bob is a blight hoy, judging fiom his records, and he should
continue m school 111 get some information about the day
nurseiy and send it to you by Bob.”
“That ceitamly is sweet of you-all, Miss McLane”
Molly and Cush had a long talk about the agencies in the com-
munity which served not only tire youth of Hampton but the
parents as well.
“We should have a Lsting and a descriptron of aU of these
agencies,” Molly said. [8]
‘T wonder if some group here in the high school might he in-
The Teacher Believes in the Community 105
terested in developing one,” Cush said. 'T tlunk it would be of
help to tlrem, to us, and to tire parents.” 99
“How about getting the staff of tlic lugh-school paper inter-
ested m il^" Molly suggested. “They could put out some feature
articles and get the whole student body interested hr doing Uiis
thing together. It would be an excellent way for the students to
learn about tiierr community and develop some appiocialion of
it”
Cush chuckled. “And certainly wc might develop a little more
appreciation of it. I admit that I don’t know as much about
Hampton as I should know.” [1S8]
“I want to send a report about tlic day nuisery to Mrs Hutch-
ms, so why don’t we talk to Bob about diis at die same time?"
“All light. You plan to tell him about it after you got your
information about the day nuisery”
Bob was a good-looking boy, slow in speech which lielied the
humor lurking in his eyes “That is a right smait idea, Miss
McLane,” he drawled, when Molly explained the idea of listing
the resomces of the community “And I think a lot of parents will
bo powaliful glad to have tins infoimation. My mothei was more
than pleased to hear about the day misery.”
“It isn’t only foi the parents diat wo want to do this, Bob, but
for the pupils, too For instance, we’d like to know what resomces
theie are in the community foi you boys and girls who aie m
school, as well as tliose who are )ust out of school, to find lecre-
ation besides die coiner drug stores and the pool hall ” [IC2]
“And you-all want me to write some articles about it?”
“That’s light. Bob. If you could inlciest die .student body in
doing this and get all of them concerned about learning the
agencies and institutions of our community, I think we’d lie do-
mg them a favor as well as die community, don’t you?” [199]
‘ ’Deed I do. Miss McLane. And what you-all want me to do 100
is to write a stimulating article getting them hepped up about
it?”
“Yes, if you can do it.”
106 An Approach to Guidance
“Well, I reckon I can As a newcomer to this town, I can ap-
reciate knowin’ those things. What-all kind of agencies and com-
munity resouices do you want me to discuss^”
Molly was thoughtful foi a moment. “I think any community
resouice which would be of help to parents, children, and
teaclieis, such as the day nursery, employment lesouices, lecre-
ational possibihties, and places where dental and medical care
may be obtained . .
Bob interrupted with, “I get the idea. You just leave this to
me. Miss McLane, and I’ll get this thing a-goin’ ”
And Bob did wute a stimulating article in the next issue of
the Hampton High Herald. A number of classes became interested
in the study and children discussed the pi eject with their paients.
Molly and Cush talked about it widi the staff of the paper and
it was finally decided to compile the data collected during the
entue year, seeking die aid of pupils, teachers, parents, and
townspeople.
# » *
Several weeks went by and Molly received a curt little note
fiom Mr. Moriow, asking her to slop in his office the next morn-
ing at ten o’clock. Widi some feeling of concern she entered his
office the next day. She could tell by his seiious manner that he
was pertuibed.
"Something has happened. Miss McLane, which must be in-
vestigated immediately before We begin to consider contracts
for next year I have wondered about the best way to approach
a situation wliich has arisen and I decided to talk widi you
about it.”
He was thoughtful for a few moments and dien went on,
“What is your opmion of Miss Miller?”
Molly was sm prised and said, slowly, "She seems to be a rather
well-adjusted individual and the pupils aie very fond of her. I
believe Mr. Cushman would tell you what he has often told me,
that her teaching of art work is outstandingly supeiior and that.
The Teacher Believes in the Community 107
m fact, the pupils have developed moie intciest m ail this year
than they have ever had ”
“Do you know anything about her moial characloi?”
Again Molly was slow m answering “I have seen nothing in
hei behavioi which I would consider questionable ” She waited
for Mr Morrow to go on.
“One of our Boaid members happened to be in the Mi'adows
Hotel Satin day night and he called me Sunday monnng to say
that she was tlicie smoking and dunking and dancing.” [158]
Molly lelaxed inwaidly and the tantalizing thought which came
to hei mind was evidently betrayed in hei eyes because Mi Mor-
low continued, “He was calling on a fiiend who was stopping in
Hampton ovei -night”
Molly rcfiained from tlie little “Oh” which in.sisted on ex-
pression and said, instead, “What was Miss Millei doing?”
“It seems that she was with some man and they weio having
a gay tune.”
“Miss Millei is a vivacious person, but I can’t im.igino her
going beyond the limits of piopnety.” [137]
“Well, someone will have to talk with her about it. We cannot
have our teachers making spectacles of thcin.sclvc'.s in the com-
munity.”
“And she was making a spectacle of hcisclf?”
“That is distinctly the impression I icceivcd when the Board
member called me,” he said, “and someone will have to talk with
Miss Miller about her behavior in public. It seemed to me that
it would be a good idea for you to handle this whole thing.”
It was with mingled feelings of annoyance and prolessional
distaste that Molly rang Sally Millei ’s apailmenl bcdl that eve-
ning. Sally was unsuspectingly delighted to .sec Molly and had
no thought of the actual reason for her visit Molly postponed
discussing the pui pose of her coming as long as possible Finally,
after inspecting Sally’s apartment and admiiing some of her
prized little Measures, the issue could be avoided no longer. Molly
minimized the Boaid raembci's reaction and said nothing of Mr.
108 An Approach to Guidance
Morrows attitude, but Sally was so surprised that she merely
stared at MoUy.
“The idle of a teacher is not an easy one,” Molly said, trying to
help Sally understand tlie situation. “The teacher must play the
kind of a idle that the community wants her to play That is, she
must be the kind of a person that the community wants her to be.”
101 “But—this doesn’t make sense,” Sally finally said. “You mean
that because I’m a teachei I’m not allowed to do a httle harmless
dancingP”
“Suppose you tell me about your evening,” Molly said, "and
tell me exactly what happened.”
Sally exploded with, “But that’s it— nothing happened. I have
this friend who lives m Austm and we usually go over theie to
dance on Saturday night. We drought it would be fun to go to
the dinner-dance at the Meadows and that’s all we did. We had
a cocktail before dinner and maybe I was smoking, I don’t re-
member Of course, we danced later, tliat’s what we went tlieie
foi Why, I’m simply dumb-founded.”
“This sort of thing is not veiy easy for anyone, Sally, and it
isn’t tliat tlie Boaid member, or that Mr. Morrow, objected as
persons, they were merely indicatmg the reaction of the com-
munity.”
“But I’m a human being like anyone else, and just because I’m
a teacher is no reason why I should go axound with the doldrums
all the time ”
Molly laughed. “I agree with you, Sally, but unfortunately
teachers have never been recognized as human beings m some
communities Wiry, in some places teachers are not allowed to
smoke, to go out at night during the week, or to do many tilings
102 diat we take for granted here m Hampton. It isn’t that you aie
doing anything wrong and Mr. Morrow has all the faith in the
world in you It’s j'ust that he knows tlie community well enough
to understand what they would consider die light kind of be-
havior foi teacheis.” fl60]
"Having a cocktail, or not having it, is of no consequence to
The Teacher Believes m the Community 109
me because I don’t caie tliat much about tlicm, but it does make
my blood boil to have people tell me what I can and cannot do,
especially if I know tliat what I’m doing is all light,”
“I don’t blame you for feeling the way you do, but cvciy
teacher has to confonn to tlie standards set for her by the com-
munity in which she teaches. If one cannot accept those stand-
aids, then all she can do is to make a change. Of couisc, you know
how fond all the tcachczs aie of you. You’ic really the hh' of
our noon day pow-wows.” She looked at Sally with some af-
fection. “I doubt tliat you will find any community whicli will
giant you complete fieedom and I know tliat no other faculty
could think moie of you than we do.”
“What must I do?” Sally asked, confused.
"That IS up to you,” Molly answeied. “Whatever you decide
must be the result of your own thinking. Do you Iccl tliat you
could Stay heie and not have an antagonistic, rebellious altitude
towaid the community?”
Tve novel been so embariasscd m all my life and I don’t
know. I’ll have to think about it,”
“If you can just icmembei that wc are Icachcis of the young
and that they copy us in what we say and do. Were supposed to
set a standaid and the standards wc set arc not detennined by
us, but by tlie community wc serve. You’io a giaiid teachci and
the boys and girls think a great deal of you, but you’ie the only
one to decide whether or not die joy of leaching is gicat enough
to offset die limitations,”
“I do love teaching and I’m ciazy about the kids."
“That's evident.” Then, m a lighter tone, Molly said, "Well, I’d
better be on my way, but I could enjoy a cup ol tea if you have
die cup and die tea,”
Sally laughed. “How thoughtless of me. I do have bodr. I might
even find a cookie to go with it.”
The two teachers laughed and talked for a short time and Molly
stayed until she was suie drat Sally had regained some poise and
mastery of heiself.
110 An Approach to Guidance
When she closed the apaitment door, Molly stopped for a
moment and looked down die silent sheet. She glanced up at the
stars, shining biilhantly through the cool, cusp night air, drew a
deep breath and slaited home. Oh, the life of a teachei! she
thought, as she walked past homes with smooth gieen lawns and
hordeiing iris.
# « *
One of the new teachers in the Hampton High School was a
Jewess fiom the East who had come to Hampton to live with her
sistei. Rebecca Goodman was an intelligent, eneigetic woman
of about thnty, whose husband had died five yeais previously.
She talked with Molly one day at noon when they happened to be
the fimt two to aiTive at the lunch room,
“I enjoy our lunches together,” she said to Molly. “Most of
the teachers aie friendly, and, although there are some who don’t
go out of dieir way to be giacious, they are not unpleasant. I
couldn’t say the same of my last teaching position.”
Tm glad you’re happy heie,” Molly said, warmly. “It makes
such a diffeience in one’s work if he is happy and if people are
land.”
“It certainly docs,” Mrs, Goodman answered, with meaning.
“I wish I could do something to express the way I feel about the
kindness of people towaid me ever since my arrival here in
Hampton ”
“Theie must certainly ho plenty of opportunities to do that,”
Molly said, with a laugh. “While I think our teachers are, on the
whole, veiy broad-minded, I don’t think all of them or all of our
pupils reflect that attitude. As you probably know, theie are many
national groups in Hampton and some of them are not as gener-
ous as they could be ”
Mis. Goodman’s face lighted. “Is there anything I could do
about that?” she asked, eagerly.
“Oh, dear, I don’t know,” Molly said, with a laugh. ‘It’s danger-
ous to try anything with these groups, I have heard, and I don’t
Tlie Teaclier Believes in the Corammuly
believe Mr. Monow would approve youi attempting any
of study out in tlie community.”
"I know what it is like not to be accepted and sniely if I
caieful and undeitook it in the right way, I could help oui p'lpih
to understand each othci better.”
Molly was not endiusiastic about the idea. “Wliy don t yon
think about it for a few days,” she .said, “and tlieii well talk almut
it some more ”
A few days latoi Mis. Goodman slopped Molly in the hall, .say*
ing, Tve worked out some ideas that I think arc pietty good and
I’d like to talk with you about them.”
"And rd like to hear about tliem, too,” Molly said “Are you
busy this next period?”
‘It is my fiee penod and I could talk with yon part of it.
They went into Molly's office and Mis. Goodman bt^gan en-
thusiastically.
“1 have gone through my records,” she said, “and I Inive a
Negro boy, a Gemian ghl, a Jewish boy, two giils from M<‘\ir'o,
and one girl whose parents came fiom Holland. And all of th* iii
aie in one class. It’s a tenth-grade group with which IVe liad
much tiouble. I just haven’t been able to clevelop any gioup spiiit
among them. [04] It would bo a wondeiful class wiili which to
woik out this idea of mine.”
“But what would the class think of the idc'a?” Molly iiicjuirecl,
“I had thought that I could lead our di.scu.s.s'ion in history to
a discussion of the histoiical backgiouncls of national gicmps in
our community without offending any of the pupils who c'Oinc
from foreign homes. Then, if they’ic intciostcd, they can go light
on from there.”
Mrs Goodmans enlliusiasm was infectious and Molly .said,
“What do you mean?”
“It has always been my belief,” Mrs. Goodman continued, "tliat
children should share in planning what they arc to study and if
they aie inteiested, there are a numbei of lhing.s we could plaii.”
“Your idea sounds good. Tell me some moie about it.”
112
An Approach to Guidance
105 “I had thought that we might get some parents who would be
qualified to visit the class and tell us a little about then home-
lands and if and why they like our community. Then, I’m sme
the children would have ideas about visiting some sections of the
community in which diffeient groups live, visitmg oi ganizations
or institutions of national groups, having demonstiations of what
some people have brought over and dungs of tliat kind,”
"Do you have any such demonstiations in mind?” Molly in-
quired.
“Yes,” Mrs. Goodman answered. “I have met Gretchen Van
Nice’s motlier, and, in fact, I have visited in the home. They have
some of the most beautiful blown-glass objects and Dutch hand-
crafts I have ever seen. Tliey brought them to tliis country I
beheve that my class would have a very different attitude toward
Gretchen if they saw tliose things. She is a shy, leserved child and
106 talks so seldom that she has made few fi lends. My whole idea is
to have the class shaie togethei some of the experiences and
backgrounds that they have had and I believe that out of this
sharing tliey would develop more fiiendhness and group spirit.
And I know that my two girls from Mexico would be tlirillcd to
do some research, in Mexican ait and potteiy at the public
libiaiy”
“It sounds like a fascinatmg thmg for die whole class to do.
Why don’t you get it started and then see what your idea leads
into?”
Several days passed and Rebecca Goodman told about her
experiment at the lunch table. “I believe that tins project will
lead into one of the most meaningful expeiiences that our class
has had. Having a chance to talk about themselves and the his-
torical contributions of their countnes is cieating a new gioup
attitude I’m really surprised that they are so interested in each
other and I beheve that their seeming mdiffeience befoie this
was caused by the fact that they really did not understand each
othei.” [72]
“I think you’ve got somethmg,” Sally Miller burst out.
The Teacher Believes in the Community 113
“What aie some of the thmgs tlie group plans to do?” Margaret
Webstei asked.
“Well, they'ic doing most of the planning,” Rcbccca replied,
“They have divided into committees, and some pupils aie going
to do hbraiy leseaich foi die difl'eicnt national gioups that wo 107
shall study, otliers will see about ait demonstrations and hi mg
m outside material, another committee is going to find out about
getting speakeis, and tlicn iheie are some dungs dial die class
plans to do together. In fact, they plan to start out with a field
trip into die community to compare die living conditions of dif-
ferent national gioups.”
The teacheis became interested in Mis Goodman’s experiment
and followed it with keen intciest and ciitical appraisal, olloiing
suggestions and making helpful hints whenevei possible.
During die study the group kept a sciap-book of their expen- 108
ences and this scrap-book passed from class to class. Mrs, Good-
man summaiized die experience as "one way of developing unity
among childien who aic die futuie citizens of Hampton. If wo
could reach our parental gioups now and do die same dung with
them, our community would have fewer icaclionaiios in it,"
A tii «
One day Molly and Cush were having one of their frequent
evaluations of the high school and the teachers and Molly said,
“The teachers have become interested in different dungs and
most of diem aie on a committee of some kind or aie following
a study.”
‘Tve been surprised that moie of them haven’t jumped fiom
one dung to anodier, tying eveiy new idea which comes along,”
Cush said.
Molly laughed. "They’ve probably been too busy with what
they’ve begun to try too many things at one time.”
Tm delighted with the increasing number who come to our
guidance study group. There weie about thirty-five or forty diere
last week, weien’t there?” Cush said enthusiastically.
114 An Approach to Guidance
“Yes, and the best part of it is their interest in doing their own
reading and leporting to the class about what they think of dif-
ferent kinds of experiences. Theie are only a few who haven’t
become interested in something outside their classrooms. I wish
we could do something about Mr. Stewart.”
Cush laughed, "You’ll never be able to get Mr. Stewart out of
his laboiatoiy.”
"He IS a fine person, sensitive and lecessive, yes, but very in-
teresting when he talks about flowers and tiees. I wish the com-
munity could know him better. Maybe he could talk about plant
life typical of this community at a P. T A, meeting sometime.”
“I don’t think he’d do it,” Cush said leluctantly.
Molly was thoughtful for a few moments, then she said sud-
denly, “I know what would bimg hun out of his shell, Cush—
a flower show.”
"A flower showl*” Cush questioned,
"Yes, I’ve been noticing the beautiful iris, the bridal wreath,
and the late Persian lilacs and they’re lovely The spi mg flowers
would be beautiful at a flower show and he could have charge of
arranging them. In fact, he could give the whole school, oi at
least some of his classes, lessons in flower arrangement Do you
suppose he would do it, Cush?”
“I don’t know. It would certainly be of interest to him. And
theie are many things he could suggest, I’m sure, to make a suc-
cess of a flower show. Have you ever known of one being held
111 a school?”
“Yes, I have, in a small school in the South The children weie
woikmg on ways they could beautify the community, and, to
stunulate inteiest in home flowei gardens, a teacher held a flower
showd They invited the paients to come and see the flowers and
had talks on the kinds of flowers they could giow in their com-
munity, the culture necessary for different species, and flower
1 Mrs. Alberta Kirkpatnck held flower shows similar to the one described
in this story in the Englewood Public Schools for a number of years m
Englewood, Colorado
The Teacher Believes in the Community 11^
arrangement. Parents were as interested as children. Tlien, after
the show, the flowers were delivered to die homes of the sick and
to hospitals. They had hundreds of bouquets and tlie whole
school became interested.”
“I think oui parents would enjoy something like that, don’t
you?” Cush said.
“I believe so Cush, I can see the whole tiling happening. If
we could get our student body interested in biinging bouquets,
it would be wondeiful I like die idea of the whole student body
doing something together, don’t you?”
“Yes, I do,” Cush agieed.
“If we can get Mr. Stewart intere.stcd.”
"And I don’t believe that it would be too much work. Our
teacheis are canying a heavy load now and we don’t want them
to feel diat diey’ie oveibuidened.”
Molly and Cush talked with Mi Stewart about a flower show
and he, too, was enthusiastic about having one
“I could teach some of my classes some pnnciples of flower
aiTangemenl and they could select a committee to woik at the
flower show. I think this is a splendid idea,”
“What do you think of having it at night and inviting die
paients? They would appreciate it as much as die pupils, I’m
suie,” Cush asked.
“Yes they might leally enjoy it,” Mr. Stewart agicccl, slowly,
squinting his eyes and deepening the wrinkles which lined his
face.
“Are you interested m the plant life of tho Rocky Mountain
countiy, Mr. Stewart?” Molly asked
“Oh, yes, indeed,” he lejilied, meticulously, enunciating each
syllable carefully. "Our plants aie veiy similai to those of the
Fai Noith and I’m paiticularly interested m their cultivation. I’ve
lead extensively about them, and, it is believed,” he said, con-
fidentially, “diat our plant seeds were brought into this section
duiing the Ice Ages and diat this locality is the only one diat
was particularly amenable to dieir giowtli.”
116
An Approach to Guidance
I believe that our parents would be intensely inteiested in
hearing about it, don’t you?” MoUy asked
WeU, they should be,” Mr. Stewart said, explosively. His gray
eyes snapped behind Ins glasses, his stooping shoulders straight
tened, and his preoccupied air disappeaied. “If they would only
realize that these flowers and trees are theus, that they should
cultivate them and grow them and keep them fiom disappearing.”
And improve the looks of the community at the same time,”
Cush added, forcing back a smde.
Yes Why, some of our rare plants in this locality may dis-
appear altogether if people don’t reahze their value and develop
diem.”
Why don’t you tell them about it on the mght of the flower
show? Cush asked, convincingly.
I? Why, I couldn’t tell tliem about it. I’m not a speaker, I’m
a science teacher and a laboratory scientist ” Mr. Stewart puttered
wiA some plants on his desk as he spoke to hide his confusion.
Youie the only peison who could tell them about the plant
life of our community and you’ie the only one who could teach
pupils and paients about flower ariangement,” Cush said, with
a smile. We could have some floweis theie and you could ai-
range them and tell why you gioup certain ones in bouquets.
And maybe you have some slides oi pictures with flowers in our
Rocky Mountains.” Cush wmked at Molly because he knew that
Mr. Stewart’s choice lessons in botany weie his lectures with
slides.
Well, now—” Mr. Stewart found it difficult to resist sharing
his^ choice treasuies.
Thats fine, Stewart,” Cush said, pattmg him on tire back. “I
knew you’d do it.”
Oh, dear me, what have I gotten myself into,” Mr. Stewart
muttered, with a half -Smile on his face.
The school paper earned announcements of tlie coming flower
show and bulletin boaids were made attractive with artistic
placards made in Sally Miller’s art classes. Mr. Stewart gave many
The Teacher Beheves m the Community 117
demonstrations of flower ariangemente in his botany classes and
taught pupils about the floweis which grew in Hampton.
Over five hundred bouquets filled the tables and banked the
walls of the 'gymnasium on the night of tlie flower show. Aitistic
backdiops had been made in the ait classes, and seats foi par-
ents were in rows in the center of tlie loom. Flowcis boideied
the stage and wcie banked against it at the back
Paients and childien moved fiom table to tabic and a host or
hostess explained the bouquets airangcd thcic. Mi. Stcwait be-
came so engiossed in making bouquets and talking about them
that he foigot his audience and discussed floweis and Rocky
Mountain plants conversationally, as he did in his classes
Bouquets weie taken to die sick and aged in the community
and baskets and floweis were taken to the local hospital.
A gioup of teacheis discussed die evening in the teachers’ rest-
room after die last paients had gone.
“Mr. Stewait was wonderful, wasn’t he? I never thought the
old boy had it in him,” one young teacher lemarked.
“I should say diat the evening was a success and will certainly
bring rewards from the community,” Maigaiet Wchslei said.
Tt was a lot of work for the small number of paicnls who
came, diough,” someone else said.
“I don’t think it was much extra woikp” Sally said. "Wo made
our backdrops duiing oui regular class lessons and I think Mi.
^ Stewart did his woik in his classes. The childicn did most of die
arranging of bouquets.”
Tt was a good stait, I think,” Gush said "If we have one next
year, we’ll double our attendance And those who weio hero to-
night will tell otheis about the evening and a lot of mamas and
papas may be soriy they didn’t come,”
“Let’s save die backdrops and the decorated botdes for next
year, shall we, Mr. Cushman?” Sally asked.
“You bet. I thmk that meetings hke tonight will help tre-
mendously in letbng our parents know that we’ie a real pait of
this community,” Cush answered.
118
Ab Approach to Guidance
BIBLIOGRAPHY
Halter, Helen, Society in Action (New York: Inor Publishing Com-
pany, Inc,, 1936).
There are fifty excellent units in tins book, which are as follows. Cur-
noulum Units Concerning Self, Curriculum Units Concerning Group Livmg
in die Immediate Community, and Curriculum Units Concerning Group
Living m die Larger Community
These units open with an introductory statement which is followed
by a question intended to arouse interest and discussion There is a sug-
gested plan of study and there are many good selected references The plan
of the book is such that the process of moving from tlie self to tlie com-
munity and on out to a consideration of tlie larger community is made
with a smooth transition. This volume should be of inestimable help to
teachers who want to teach children to tlimk for diemselves and to live m
a democratic way.
Hanna, Paul, and Research Staff, Youth Serves the Community (New
York; D Appleton-Gentury Company, Inc., 1986) A Publication of
the Progressive Education Association.
The titles of the chapters are A Challenge to Educational and Social
Leadership, Youtli Contributes to Public Safety, Youth Contributes to
Civic Beauty, Youth Contributes to Community Health, Youth Contributes
to Agricultural and Industrial Improvement, Youth Contributes to Civic
Arts, Youth Contributes to Local Ilistory, Youtli in Foreign Countries Con-
tributes to Socially Useful Work; and Tlie Survey Challenge to Educational
Leadership
This book contains an unusual senes of real situations and instances
of work being done by the youth of communities all over the United States
The book describes in detail what youth are accomplishing It is a real
education and an inspiration to read the results of unbounded energy
that has been turned toward constructive channels of work.
Olsen, Edward G., School and Community (New York. Prentice-Hall,
Inc., 1945).
There are five parts in this book, namely Toward Vital Education,
Comprehending the Community, Ten Bridges Between School and Com-
murnty. Problems to Be Faced, and Basic Prmciples
This book is an outstanding volume for the classroom teacher, who will,
unless her “arteries are hardened by acute professional oomplacenoy,"
become very enthusiastic about it. It has many values, as a textbook and
The Teacher Believes in the Community 119
guide for courses in high school, as a textbook for teachers and student
teachers, as a source book m a number of courses, and as a practical hand-
book for teachers who want to know “how ” The selected references at tire
chapter enings Me relevant, tire source materials for every “technique”
or ‘’bridge” are^ abundant, and die explanations of methods are thorough.
This book IS a must tor every high-school teacher’s personal library and
for every school library
Smith, Doniial V., Social Learnine (New York: Charles Scribner’s
Sons, 1937).
Chapter titles are* Plnlosophy and Psychology, Principles and Purposes;
A Frame of Reference; lire Unit, Tire Teacher, The Subject Matter, Guid-
ing Pupil Interests, Supervised Study, Summarizing, and Directed Study
for Teachers.
This interesting book is really a volume on social guidance for a class in
high school Tlreie is a clarihcation of principles and objectives, discussion
of subject matter, pu the greatest portion of the book is devoted to
techniques, devices, '^®tliodology Many of tlie experiences discussed
have been tried out a Milne High School, the experimental school of New
York State College. Here is a wealthy source of many ideas for tlio teacher
who IS interested in including m her work a broadened view of com-
munity and social living
Society for CimnicuEUM Study, The Community School (Edited by
Samuel Everett). New Yoik: D. Appleton-Century Company, Inc.,
There are three par s of this book, namely. Urban Community Programs,
Rural Community rograms; ^ Survey of Community Programs. Tlio
chapter titles are Developing Common Concerns, The Road to Democracy,
A Cominunity Educa onal Center; The School and the Community It
Serves, The Sclioo as the Center of Community Life m an Immigrant
Area, Tlie Comiriunity School m the Rural Scene, Developing Community
Life Among die Indian^ The Community Folk School, Community Schools
m Weialua, Hawaii, A Consolidated Laboratoiy School; Techniques Used m
Community Programs. ^ ^
■^is book, vvliich undertakes to bring theory and practice together in
such a way la e uca ors and teachers can see theories applied, includes
la es 1 eo ogy c °®J^ing school-community relationships. The chapter.
Tec iniques se omniunity Programs ’ is clear and applicable,
showing low eaci may lead pupils mto an appreciation of dierr com-
mumties.
CHAPTEB Vin
m
The Teacher Believes in Her Country
Quite frequently a number, of the men teacheis joined the
women at lunch time and on tliese occasions there was usually
an animated discussion about all kinds of subjects On one oc-
casion Ml, Arnold, a jovial ex-football player, who was now m
charge of physical education instruction, talked with tlie teachers
in a booming voice about what he was doing in his home-room
class.
Tm giving the boys and girls in my class a chance to do some
democratic living just the same as I do in sports ”
“How are you doing that?” someone challenged.
“I’m letting them talk things out, come to a meeting of minds
in the group [57] That is the way I teadi physical education. To
me physical education is piepaiation for citizenship as well as
for physical growth and strength. We’ve got to give tliese kids
some opportunities to live demociaticaUy.” He laughed heartily
and said, “Not that they would have any understanding of what
you mean by that, however.”
Several teachers had instant reactions to his last remaik, and
Cush said, “They may know more about it tlian we think they
do”
“At least they could know more about it than they do,” Mar-
garet Webstei added [55]
“The best way to get these boys and girls ready to go out into
the community is to provide them with experiences in which they
can live for the good of a democratic gioup,” Dick said,
“I don’t know tliat I agree with you, Mr. Arnold,” Molly said,
120
121
The Teacher Believes in Her Country
thoughtfully. “It seems to me that we should teach democracy,
not diiough indoctrination, but thiougli studying the ways of
demociacy, knowing how it woiks, and the good and the bad in
our own democratic countiy ” [96]
Cush added, “I agiee with you We have been altogetlier too
lax about teaching the values of demociatic living, and most of
oui boys and giils don’t know as much about it as diey could
know ”
Miss Norman, who frequently added interesting, but caustic,
bits to the conversations at noon, said, “]f you’ie going to teach
a democratic way of life you should also teach otliei ways of
living, other kinds of governmental lule,”
‘Tes, and let them come to a realization of the values of democ-
racy foi themselves,” Margaret Webstei added, [70]
Dick Arnold’s voice took ovei willi, “And what would happen,”
he said, “if we began teaching the piinciplcs of Fascist govern-
ments? Why, we would have people at oui thioals, pronlol”
Miss Norman spoke again. “I don’t Uiink it would be necessaiy
to say that you’re teaching Fascism One could desciibc such les-
sons as compaiisons of goveinmenls. I don’t think om boys and
gills have nearly as much appreciation of oui countiy as they
could have And who’s going to give it to tliem if we don't m tlie
schools^”
“Well, I’m certainly giving my homc-ioom plenty of oppoi-
tunity to expeiience democratic living, and those boys and girls
aie leally learning how to expiess themselves and to think on
tlien feet and to know what they appreciate and what they don’t
appreciate.”
“I’d like to visit your class some time when you’re having one
of tliese discussions,” Molly said, inteiested
“Sme, come in any time, the fiist pcuod We really have some
bull sessions and Tm proud of the way they’re developing a
sense of values.”
“Why don’t you add to youi discussions some mfoimation
about our own democratic government, how it moves and acts,
122 An Approach to Guidance
and bring out some of the principles of how to live demo-
cratically?” Cush asked.
“That’s over my head,” Dick answered.
“I think it’s over all our heads unless we study it,” Vera Nonuan
said.
U2 “There’s a lot of good reading material out for boys and girls
to study,” Sally MiUer contributed to the discussion. “Let them
read for themselves.”
“A little leseaich would add to the interest of the class dis-
cussions,” Molly added.
US “I’d like to get my home-room group to do some discussions
of this kind,” Vera Norman said. [97]
“So would I,” Margaiet Webster added.
"Why don't we get a bibliography leady so that boys and girls
could do some reading on the subject and they could add to it,”
Miss Norman said. “I’d like to serve on a committee to get it ready
if we think it’s worth while.”
“I don’t understand what you’d teach in a class of this Idnd.
It sounds like a lesson in civics to me,” Dick said.
“You could bring some civics into it,” Margaret Webster said,
"And it would be a very interesting way to bring it in.”
“It sounds very dull and dry to me,” Dick said, "We have such
stimulating times in our sessions that I don’t want to ruin it by
bringing m any dead material.”
“That depends on the way you teach it,” Molly said, "You can
even make a straight civics lesson interesting.”
Sally Miller burst out with, “I lememher a class I had in high-
school tliat was regular civics, but they conducted it in such an
interesting way that all of us loved it. Governmental pnnciples
were worked out in the school system as though it were a little
city, and all of our officials were elected by the student body. [91]
We had a mayor and a council, a city treasurer, and all the rest
of it. The officers were elected each year. We had a chance to
leain government first-hand, but first we had a regular class in
civics in which the piinciples of democratic government were
128
The Teacher Believes in Her Country
taught, the obligations and duties o£ die officers were clarified,
and the students were motivated to accept responsibilities before
they took office, I believe that my gieat interest m national prob-
lems grew out of that class."
T don’t see why we couldn’t do something of that sort here,”
Cush said. ‘We aie developing new ideas about student govern-
ment so why couldn’t we pattern our government m our high
school after the pattern of the United States government, with
each class and each organization having a representative and a
senator. We have a president, anyhow.”
“It would take a little time to do this,” Vera Norman said, fen-
thusiastically, “but I think it’s a fine idea, Cush ”
“Isn’t It suiprismg how tilings of this kind develop?” Sally said.
‘We started out talking about Mr. Arnold’s class m domocratic
experiences and here we aie now with the whole United States
government m oui lap ”
Everyone laughed, and Cush said, “At least in our heads, if not
in our laps ’’
Molly said, tlioughtfully, “This discussion has been real democ-
racy.”
‘Well,” Vera said, animatedly, “I’m anxious to get started on it.
When do we begin?”
‘What’s the first thing to do?” someone else asked.
“Get our committee on developing a bibliography,” Sally an-
swered.
Five members of the group volunteered to work on a bibli-
ography for pupils and Miss Miller gave some suggestions about
how and where to find the reading materials.
“I think we should do some reading, too,” Miss Nonnan said,
“and I’d like to be on a committee to get some reading materials
ready for us.”
“That’s a grand idea,” Molly said. “I’d like to woik on that
commitee.”
“Hey, you people,” Cush said, “the bell’s going to ring in a
minute. We’ve got to move, and,” he added, with a laugh, “you’ve
124
An Approach to Guidance
still got to find out how interested our pupils are going to be
in this grand idea of yours.”
Dick Arnold swallowed the last of his cofiEee and said, “I don’t
know wheic I’m going, but I’m on my way.”
The libraiian became interested in what a few of the teachers
weie attempting to do in theii study of democracy, and she was
able to get for diem a number of books and pamphlets fiom the
hbiary at Austin University. The interest spiead to other teachers
through the lunch-tune conversation, and numeious teacheis lead
or skimmed some of tlie books.
Sally Miller stopped m to see Molly dming her fiee period, one
afternoon, “Oui committee is having a lot of fun comparing our
opinions of the books we’ie leading and I don’t know when I’ve
enjoyed myself so much.”
“It’s leally wondeiful how the teachers have taken hold of dais
idea,” Molly said, “and I diink it’s going to have some far-reach-
ing influences,”
Theie weie a few moments of silence and Molly knew that
Sally had come to see her about the problem which had existed
regarding the opinion of the Board member.
"Has Mr. Morrow said anythmg to you lately about . . . Sally
asked.
“No,” Molly replied, “I told him about your cooperative atti-
tude and die fact tliat you were big enough to take it ‘on the
chin’ without feeling resentful. I’m sure he was pleased. I don’t
think tliat I’ll hear any more about it.”
“I really do love teachmg in Hampton and I don’t mind going
ovei to Austin to dance. I’d like to stay here anodier year at least,
diat is, if they want me. It seems to me that we’re getting a lot
of new plans started and I’d like to be able to stay and follow
them diiough. Everything is going so well now among tire
teachers.”
“Why don’t you tell that to Mr. Monow and let him know how
yon feel about staying?”
“Maybe I will. And I have an idea, too, tliat I wanted to dis-
The Teacher Believes in Her Countiy 125
cuss wiOi you. I do want to win die appioval of the community
and I do want to devote myself to some real teaching.” f75]
Molly looked at Sally and smiled. “You know” she said, “I
think you’ie a buck to take tins dung the way you have. You
could have been petty and mean and antagonistic about it.”
“And wheie would that get me?” Sally shrugged hei shoulders.
“Well, as I said, I have an idea, believe it or not, and I wanted
to get your opmion of it. As you know, I have been keenly stimu-
lated dnough leading I have done about piobleins of national
concern and then, too, I have hcaid the teachers who weie on
the panel which visited the Womans Club tell about what a
pleasant expeiicnce it was,” she paused for a moment.
Molly laughed “So— you put two and two together.”
Sally laughed too. “And that equals a panel discussion about
problems of national interest. I thought that several of us could
get togethei and develop some interesting material on some na-
honal issue and have a panel discussion for some local group.”
“Aie you doing this to wm appioval in tlie cominimity?” Molly
asked.
“No, not altogether, but it’s probably one of my leasons. My
main reason is tliat I drought I might contiibiile somctlung to
die community dirough my readings about national issues.”
“It seems to me that tliere is some danger in it,” Molly said
"The people in tire community who like to dispute emiliovcisiul
issues might not be very pleasant if they disagiccd with what
was said, There is real danger in fomenting conflicting opinions.”
“I don’t mean, necessarily, to discuss conlxoveisial issues, but
to get facts and infoimation about somcdimg which is of con-
cern to all, such as employment. Would you be willing to be on
the panel and help if we can get it started?”
‘Yes, I should like to veiy much,” Molly answered, immediately,
“provided that the administration approves it I wonder if it
would be a good idea to discuss it with Mrs Morrow, who knows
the community better than any of us?”
"I drink it would be a splendid idea after we get somedimg
126 An Approach to Guidance
planned so that we can actually discuss it intelligently. What do
you think of the subject of national employment?”
“That would be a very good topic ” Molly replied thoughtfully.
“It is of concern to eveiyone, there aie many facts and figures,
and there is much interestbg data which you could give. And
it isn’t as controversial as some other subjects. Why don’t you ask
Ml. Moiiow to be on this panel, too?”
Sally was quiet for a few minutes and then finally said, “I
should prefer to have Mi. Cushman because he would be so
pleasant to work widi Perhaps we could ask Mr. Morrow to be
die chauman if it actually goes over.”
“The nevt thing to do, then,” Molly said, “is to get together
and plan the panel.”
“Swell,” Sally said happily.
Molly, Cush, and Sally Miller found excellent statistical studies
and numerous ai tides to include in their informative mateiial.
Somehow then woik did not seem a burden because the libraiian
was coopeiative, and they planned their work at convenient
times. Tire entire committee were pleased with what Sally sub-
mitted to Mis. Morrow.
Mrs. Morrow, too, was enthusiastic and wanted to make numer-
ous announcements about die panel discussion for tire Woman’s
Club, The first panel had been successful, and she was anxious
to advertise the second one. Sally demurred, suggesting that it
might be wiser to let this fiirst panel on national affairs be less
broadly announced.
Had she known how well it would be received and the inter-
est it would stimulate, she might have been less cautious about
die announcements,
It was a small group of people who met one evening to hear
the panel discussion on national employment, but their interest
was genuine and their thinking vital. A stimulatmg discussion
followed the panel, and Molly was surprised and pleased to
realize how well informed some of the audience was. She won-
dered if Hampton were as unpredictable as had been intimated.
The Teacher Believes in Her Country 127
But Cush assmed hei later that the group which attended this
first meeting were selective.
The panel members brought out no controversial points, but
confined their discussion to facts and data supported by au-
thoiity. When the discussion ended Mr. Morrow turned to Sally
who, he knew, had planned tiro discussion and congratulated
her on the idea and die successful planning which had been
done. He was impiessed by the fact that two men had asked that
the panel be repeated at anotlier local organization Cush told
Molly that it was die fiist time Mr. Morrow had been impicsscd
so much by the efforts of one teadier.
Molly laughingly said to Sally, ‘TU bet I can tell you who our
ait teacher is going to be next year.”
The success of the panel became known throughout the entire
school. Even the most pessimistic teachers began to become
awaie drat teachers had a i6Ie to play m the community.
«r d »
The undertaking of the teachers to promote and stimulate a
pupil interest in governmental affairs did not progress too rapidly.
One class was bored by the discussion, anodier showed only a
desultoiy interest, and another group expressed themselves
frankly about dislibng it. However, Mr. Amold’s class and one
other group became so enthusiastic that their study continued
for several weeks, drey did some research, tliey wiote letters to
a representative and a senator, discussed their classwork with
parents, and interested themselves in several problems of national
concern.
Molly visited Mr. Arnold’s class at his insistence and was really
surprised at tlie mature thinking of the pupils.
“Why don’t you have your group write diese ideas, show how
they have developed m tlie class, and submit an article to a
national magazine?” Molly asked.
Mr. Arnold was delighted. “Do you suppose it s good enough,”
he said, “for others to read about it?"
128
An Appioach to Guidance
“I ceitainly do,” Molly said, emphatically. “I think you’ve done
an outstanding piece of work, Mr. Arnold, and I believe tliat
others would enjoy leading about it and could profit fiom it.
However, I do think that your class should develop tlie article,
I’m sure that they can if they wiU study a few sample articles in
the magazine to which you intend to submit yours. They would
then understand the fomi and airangemenl which the magazine
desires.”
Later Molly and Cush discussed tlie undertaking of the teach-
eis, and Cush said, “Well, some leacheis could make anything
interesting and otheis could make nothing inteiestmg.” He
thought foi a moment and then contmued, “Last year at this
time, diough, they wouldn’t even have attempted such an experi-
ment.”
Td like to know why some teacheis succeeded and some
failed,” Molly said. ‘"Ihey had leoourse to the same reading ma-
teiial, we tallied about metliods in the group, and it would be
of value to learn why some teachers did not succeed. Suiely it
could not be because the classes of children were diSerent.”
“I think tliat there are times when the classes aie different,”
Cush disagreed, “but it is tlien tliat the teacher must adjust to
the kind of class she is meeting. And flicn, too, some teacheis do
not have the peisonalities to succeed in anydiing requiimg as
much initiative and flexibihty as this required. Why don’t we talk
about it with them and let them make them own evaluations?”
“You mean point out the good proccduies so that teachers
who did not follow diem can learn what they did that was in-
eflective?” Molly asked.
‘'Yeali,” Cush said. “Let’s get a good discussion about mediods
started and see where it goes.”
A few days later theie was an opportune moment for Cush to
begin a discussion about die causes of success or failure in their
experience, and he said, “It might be inteiestmg to discuss how
difierent teachers began their classes and see if we can figure
out why some gioups responded well and otiiers did not.”
The Teacher Believes in Her Country 129
“I know why mine did not succeed,” Vein Noiraan said. “I
tiied too hard to make them like it.”
“My class had a good start and they weie enlliusiastic about
it,” another teacher commented, “but dicir interest waned and
finally ceased altogether .”
“Do you suppose,” Molly said, “that we could develop from
this experience some pimciples by which we could be guided
more wisely in our next undertaking?”
“WeU,” Miss Miller contributed, “I think the flist and most
important thing is to begin with where the pupils aie and I
think that that is one reason why Mr. Arnold’s class succeeded.
He had laid some ground-work, his pupils were already respond-
ing to democratic ideas before tliey began to study dcmociacy.”
“I agi'ee witli you about staiting where they aie,” Margaict
Webster said, “but I see no reason why you can’t teach democ-
racy and practice it at the same time.”
T think there aie some children and some groups of children
who must work out belter gioup attitudes befoie they aie ready
to study principles of demociacy,” Sally said, emphatically.
"Let’s call a truce,” Cush laughed and said, “and agree that
at least you must start with where childicn are.”
“I’m interested in tliis discussion,” Veia said, ‘Ticcause I think
that’s where I failed. Instead of letting the pupils plan and begin
wheie tliey weie, I made loo many plans and started oiu dis-
cussions way ahead of what they were ready to undei.stand.”
“Anodier pnnciple, then, would be that a study of this kind
should be pupil-planned and -initiated,” Molly said, “as much as
possible.”
Dick Arnold said, “I think that die role of the teacher is that of
introducing interesting, meaningful mateiial I don’t think chil-
dren have had sufficient lesearch expeiiences to find all of die
interesting data on any subject. I thmk that the help the libraiian
gave me was of a gieat deal of value ”
"And I’ll bet your group knew where diey were going,""
Margaret Webster said.
130 An Approach to Guidance
'Tes, to some degree they knew the general direction, but
tlrere were many changes m their course and many experiences
they had not planned. I think that this was one of the most
worth-while thmgs we have done in our class. But I was still
not able to reach, all of the children."
“You mean,” Molly said, “tliat some pupils m the class were
completely untouched by the study and the experience?”
“Well,” Dick said, reflectively, “perhaps they were influenced
more than I thought. Some pupils weie vitally influenced and
interested, some less influenced, and tliere were pupils who wcie
on the outer fringe who contributed veiy little because they put
very little into what they were studying and doing.”
“But wouldn’t that always be true?” Maigaret Webster asked.
‘Torhaps so,” Dick; answered, ‘Taut I beheve that we teachers
have to learn much more about how to individualize inshuc-
tion so that individual differences are considered more thor-
oughly.” [104]
“It’s really helpful,” Sally Miller said, “to have discussions so
that we know wlieie we have succeeded and why and where we
have failed ’'
"Well, I know my next step,” Miss Norman said, her hps pressed
together and her eyes snapprng.
“And I realrze more than ever,” Sally reflected, "that puprls
sometimes have personal frustrations and aggressrons which must
be brought out, as Dick has been doing, hr other words, they
have to experience a little democratic Irving as well as to study it.”
BIBLIOGRAPHY
For Teachers
Educational Policies Commission, Our Democracy; A Teaching
Unit for Secondary Schools (Washington, D. C.. National Education
Association, 1941).
Chapter titles are What We Mean by Democracy; Tho Background of
the Domocralio Way of Livmg; Some Specific Ideals of Democracy, Our
131
The Teachei Believes in Her Country
Achievements under Democracy; How Other Systems of Government Differ
from Democracy, Tasks Ahead of Us in Making Democracy EfEcctivo;
bibliographies
Tins brochure is a realistic public-school plan of evaluating our democ-
racy containing excellent plans for helping the teacher. Each unit in each
chapter has suggested outlines for study, some questions for discussion,
suggested activities, and an e ” ’ ’ ’■ ’ for further .study and
research The point of view is ^ and thorough m evalua-
tion and would lead high-school boys and girls toward an ob)ective ap-
praisal of different forms of government. It stresses tbe obligation of tlio
individual toward tlie common good and toward making a contribution to
our way of life
Suggested also are the pamphlets, How May We Defend Democracy?;
Suggestions for Teaching American History m the Present Emergency,
The School' An Arsenal for Democracy, How You Can Strengthen Democ-
racy, and Current Documents on Democracy, published by the same pub-
hsher as the above
Giles, H H , Teacher-Pupil Planning (New York Harper & Brothers,
1941 ).
The book is arranged in si\ parts as follows- Dc-moc-ralic Purposes
Requue Democratic Metliods; The Process of Pupil Paiticipation, Problems
Posed by Pioneeis, The Setting in Wluc-h Probh-uis Must lie Mel, Supple-
mentary Illustrations, and Selected Reference Reading
The author has written this book so that it includes a number of dif-
ferent styles of writing— conversation, exposition, story, question-answer,
and notes make it mteresliiig to read. The first four parts of the book, brief
and relevant, present a number of interesting methods and points of view
as well as examples of democratic school functioning Part V, "Supple-
mentary Illustrations,” gives examples of demociatic teaching and learning
in a number of different classes in various parts of the United States. A
vital book, interestingly told.
Hopkins, L Thomas, Interaction (Boston: D, C. Heath and Company,
1941 )
The chapter titles are. Wliat Are the Emphases in Subject and Experience
Curriculum?, What Are the Emphases in Other Types of Curriculiiin?,
What Is Democratic Education?, What Is a Desirable Concept of Learning?;
How does Philosophy Affect tho Curriculum?, What Is an Educative Ex-
perience?; What Is a Unit and How Is It Developed?; How Are Habits
and Skills Developed?; How Are Currioulums Designed?, I-Iow Should
Educational Outcomes Be Measured and Evaluated?, What Is Desirable
School AdmmistrationP; What Is Adequate Preparation for Teaching?
132
An Approach to Guidance
This stirring book is a challenge to administrators and teachers and an
inspiration to those who beheve firmly m a democratic way of life Tlie
author believes tliat “tlie cause of democracy is won or lost with youtli
by the tune they have completed high school~or before they cast tlieir
first ballot" (p. 16). He has devoted this volume to helping educators,
parents, and citizens clarify tlie interactive process of democratic living and
teaching, To tliose teachers who have an earnest, sincere desire to contribute
to tlie democratic way of life tlirough tlieir teaching and their living, fins
book will prove of inestimable value.
Lewis, William D , Democracy's High School (Boston. Houghton
Mifflm Company, 1914)
The chapter titles are- A Social View of the High School, The High
School and tlie Boy, The High School and tlie Girl, The High School and
College, The AdmimsLration of the Course of Study
Although not of recent writing, tins absorbing little book has been
included m this bibliography because its point of view is vital for us
today Theodore Roosevelt was so impressed witli tlie social insight of tlie
authoi and “his cnlliusiastic vision of tlie immense possibilities for real
demociatic service by tlie high schools of tlie country" tliat he ashed the
autlior to call on him His foreword to tire book is an expression of his
belief m the contribution, it makes m the field of education toward “useful
citizenship, domestic and public, m this great seething, straining democracy
of ours.” These words, and, indeed, the salient thoughts throughout tire
booh are as vital for us today as they were when written
Mead, Margaiet, and Others, American Social Problems (New York-
Columbia University Press, 1942) Wiitlen for and by the Amencan
Social Pioblems Study Committee.
Chapter titles are as follows How to Use Tins Guide, The Consumer,
The Worker, The Farmer, Women; The Negro; Youth Education, Housing,
Cml Liberties; National Unity, The Problem of Security, Community
Councils
Tills interesting hook considers problems of national importance Hiere
is an explanation of each area consideied at the beginning of the chapter,
the problem is defined tlioroughly, and tlien particular, specific areas of
that problem are discussed, with bibliographies listed under each area,
The references cited are available to most groups, comprising mostly free
government bulletins and pamphlets which cost five or ten. cents While
all of the subjects discussed might not be of interest to a group, there
are a number of subjects which would be of great concern to a higli-school
class The section on the problems of youth contains some cliallengmg
questions and references.
133
Tlie Teacher Believes m Her Countiy
Williams, Chester S , and Sttidebaker, John W., Teaching Democ-
racy A Teachei’s Manual (New York: Row, Peterson & Company,
1940)
The chaploi titles are Introduction; The Rights We Defend, Riglit of
Free Speech, Liberty of the Piess, Fan Tual, Religious Liberty, Plays
and Songs of Liberty
This little handbook cont.uns questions for discussion, suggested ac livities,
projects, and bibliographies lelalcd to the series of books entitled, Ouf
Freedom, published by Row, Peterson & Company Suggestions Jor handling
discussions about controversial issues are particularly outstanding.
Fon Students
Banning, Maigaiet Culkm, Conduct Yowself Accordingly (New York:
Haipei & Biothcis, 1944) .
Chapter titles arc American Manners Abioad; How Well Behaved
Are We?, Are Manners Inlierited?, The Contagion of Conduct; The Teaching
of Democratic Conduct, Self-Made Behavior, The Elfecl oi the War
on American Conduct, International Behavior, Preview of Conduct in the
Post-War World
This delightful little book of less tlian two hundred pages is not a
critique on social niannois, but is a real discussion of conduct which
represents tlio best Americans have to olfor m an iiilernalionali/ecl woilil
It IS a discussion of some of the techniques of dcmocralio human lelalion-
ships. Much of the appeal is to young people, Init ovciy agi' group will
find Itself repiesenled in this humorous but startlingly true poituiyiil of
Ameiican behavioi
Bogan, William J., "A Message to Boys and Girls fiom Mount Vernon,”
Journal of the National Education Ai&ociation, Vol. 70 (1932), pp,
570-572.
Tins stimulating, brief article is an inlorcsUng discussion of some qualities
possessed by George Washington. The autlior feels tliat some of them are
essential for democratic citizenship The article compares youth goals in a
demociacy with those of youth in countries having autocratic governments
and challenges the youth of today with the thought that tliey are the citi/cns
of tomorrow and the hope of democracy
Otheh Documentary Materials
Americans Town Meeting of the Air Printed Iransciiptions of the
broadcasts appealing weekly ovci iho an may bo obtained. Many of
134 An Approach to Guidance
these broadcasts are about issues of present concern, nationally and
internationally Address- Town Hall, New York, N. Y.
Building America. These unit studies of current problems are beau-
tifully illustrated Eight units aio published yearly. Topics include
such pioblems as: Housing, Seeing Ameiica, Community Planning,
America Discovers Its Songs. Address 2 West 45lh St., New Yoik 19
N. Y.
National Education Association has published twenty pamphlets on
many aspects of national youth pioblems and cuiient contioversial
issues. Among some of tbe populai pamphlets aie- Ameiican Youth
Faces the Futuie, The Health of Oui Nation, Making Our Govern-
ment Efficient, Race and Cultural Relations, The American Way of
Business, Recreation and Morale, and others. Copies aie SO^ each.
A list of publications is given inside the back page of each booklet.
Address. 1201 Sixteenth Sheet, Washington, D. C.
Pubhc Affairs Pamphlets Unit discussions of current issues of a
social, political, and educational type. Each pamphlet is written by
an authority in that particular field. Some brochures are on. Saving
Our Soil, Cooperatives in the U S., The Negio and the Wai. Address.
GO Rockefeller Plaza, New Yoik 20, N. Y.
CHAPTER IX
The Teacher Believes in International Brotherhood
Mr. Morrow came into Cush’s oflBce one day with a letlei in
his hand Td like to talk with you and Miss McLane,” he said,
There was a smile of pleasant anticipation on his face, and it
was evident tliat he was in a mood of geniahty and accord.
“I have a letter here fiom Dr. Rasmussen, tlie famous lecturer
on inteinational coopeiation,”he said, pioudly, as Molly entered
the office, “and he would be willing to stop in Hampton on his
journey to the West Coast foi about half his customaiy fee. I
dunk it’s an opportunity we shouldn’t miss, but I wanted to
discuss it with you before I presented the idea of having him
come to the principals at the meeting this afternoon.”
Molly and Cush exchanged glances.
"What IS your plan, Dan?” Cush asked.
'Well, Mr. Morrow said, slowly, “I wish that die Board would
finance it and that we could have an open meeting in tlie eve-
ning and invite the community. I tlimk that the school should
arrange opportunities of this kind for the good of tlie community
as well as of the childien, and I'd like to have him make a few
remarks in the afternoon to the children at an assembly meeting.
Then we could have him give a talk in the evening for parents
and teachers.” He frowned and continued. “I have been wonder-
ing if the teachers would dishke coming to school, however, for
an additional meeting in the evening”
“I believe that they would he so delighted at the chance^ to
hear Dr. Rasmussen that they wouldn’t miss it for anydiing in
the world," Molly said,
136 An Approach to Guidance
"Why not make it optional and let them come if they want
to?” Cush said.
"That’s a good idea,” Mr. Monow agreed. "If they want to
come we’ll be happy, but they will have tlie privilege of choice.”
“I tliink tliey wiU all be here under those circumstances,” Molly
said.
“What IS tile title of the talk he will give here in Hampton?”
Cush asked.
"He will give us the same lectuie he is planning for schools
aU over the country, “The Pubhc Schools and Woild Coopera-
tion.
"I think this is a wonderful ptivilege. How in die woild were
you able to get bun?” MoUy asked.
Mr. Monow swelled still fuither widi pnde. “I read about
this lectuie tour he is makmg seveial weeks ago and found that
his secretaiy, Hany Foster, is a chap I knew in college, so I
wrote both of them at the same time and I’m suie that Hany
had some influence in getting Dr. Hasmussen to come to Hamp-
ton.”
"This will be a real treat for all of us,” Cush said, enthusiasti-
cally, “and It will be wonderful to have him talk for a few
minutes to our pupils.”
"I think all of them should hear him, don’t you?” Mr. Moirow
asked Cush and Molly.
“I certamly do,” Molly replied.
"Our community will agiee that this is a feather in your cap,
Dan,” Cush said
'Wait until I tell Mrs. Morrow about tliis,” Mr. Morrow said,
slyly. “She doesn’t even know that I wrote to them Say,” he
added, as an afterthought, ‘‘if they’re here over-night we might
have a reception for Rasmussen at our house. I think Harry
might arrange that.”
"Sounds Like fun,” Molly said, “if his itinerary is planned so
diat he’ll be here over-night,”
The local newspapers carried a headlme story about Dr. Ras-
The Teacher Believes in International Brotherhood 137
mussen’s visit, and tlieie was gi eater response from the commu-
nity than even Dan Moriow had expected.
A numbei of teachers took notes at Dr. Rasmussen’s Icctuie
Bob Hutchins wrote a feature review for the H.ILIl.
Ml Moiiow surprised tlie teachers the next day at noon by
joining tire lunch-time group. A number of them were profuse in
expressing appreciation of hearing Dr. Rasmussen and of enjoy-
ing the delightful reception after the meeting
‘Td like to know what you teachers tliink,” Dr Monow said,
presently, “about some kmd of a discussion meeting between
teacheis and pupils as to what we can do right here in Hampton
to fuitlier world cooperation. I thought Dr. Rasmussen’s point
that if we are ever to have world cooperation it must bo taught 122
thiough our schools was well taken.” [183]
Molly noticed an exchange of glances between several teacheis
and for a moment a hot anger swept over her. She realized tliat
Mr. Moiiow was trying his best to undoistand ihcir point of
view, and she lesented their failure to do their part Foi Innately
Margaret Webster expressed heiself effectively by saying, "Dr.
Rasmussen convinced me that tiro public schools must not fail
to do their part in developing attitudes of world biotheihood
and unity.”
There was silence foi a few moments and finally Molly said,
“I’m suiG that each of us wants to do Ins pait, Mr Monow, and
we appreciate tire approach you’re making to the development
of plans foi Hampton’s schools. I hope that we can meet and dis-
cuss what we can do right here in the school to fuither woild
coopeiation.”
When Mr. Morrow left there was a furore of conversation
about how they could do more in an already overcrowded sched-
ule, the possibilities of pupil cooperation, and tire influences tliat
Dr. Rasmussen had made on the pupils.
"My class is certainly hepped up about it,” Dick Arnold said,
“and tliey're really going to town studying what public schools
all over the country can do. I think we should have an assembly
138 An ApproacL to Guidance
meeting and a panel discussion about what we can do here in
Hampton” [204]
“I wonder if it wouldn’t be a good idea for all of the classes,
or at least as many as are interested, to discuss this topic in their
home-iooms befoie we have an assembly,” Cush suggested.
There weie stimulating discussions in the home-ioom classes
about their contribution to world unity before the assembly was
held.
Mr. Cushman gave a talk at the beginning of the assembly
meeting, closing his remarks witli, ‘Tt is piobably true tliat not
a single class in our high school will develop tlie same plans for
contributing to world cooperation through education and it’s
not our puipose in tliis assembly to tell any class what it should
do. We want to get ideas from you as to what you want to do,
if you want to do an 3 dhing.”
Several pupils in the audience asked for the floor and Cush
recognized them one after another.
“Our class has decided to make a study of the different peoples
of the world and try to understand why they are as they aie,”
one boy said,
The president of another class said, “Miss Douglas knows some
teacheis who live in Soutli Ameuca and our class is going to
begm willing letters of friendship to pupils in several diffeient
countries in South America. We thought that friendship letters
might be one way of developing understanding between high-
school pupils in different countries.”
A studious, slow-speaking boy reported that then class had
]ust completed a unit on library science followed by a discussion
about reading materials on international relations, and they had
come to tire conclusion that there was much difflculty in finding
reading materials about die different peoples of the world.
“Our class would like to suggest that the high school appoint
or elect two library helpers who could spend as much tune as
possible gathering source readings about nabonal groups, that
tifiey write for government booklets, search ihiough magazines
The Teacher Believes in International Brotherhood 139
and articles about tlie peoples of the world, and gather a good
list of readings.”
There was some interesting discussion about the value of 126
libraiy helpeis, and it was suggested by a teacher that gathering
those data might be a good class pioject, the two library helpeis
to be in charge of compihng the data and arranging it m pioper
form.
It was suggested also in die discussion that this gioup have
the assistance of other classes which were working on the pioblem
of leading materials, that these two helpers receive reports fiom
these othei groups and that there he a close contact between
all groups in need of such bibliogiaphy.
One attractive girl who was inteiested in art mentioned that
every class could make a contribution to die study of peoples
of the world, that in the art classes it would be inteicsting to
study how the artistic expressions of the people had developed
and to make comparisons between die aitistic eEorts of different
national groups.
Another pupil reported that their class had been talking about 127
what they could do or what might be of interest to them in the
study of international cooperation and that they and tlieir teacher
would like to talk further with someone about some kind of ac-
tivity. Cush suggested that a committee from the class talk with
either Mr. Moitow, Miss McLane, or with him.
After the assembly Molly and Cush discussed what had taken
place. Cush seemed greatly disappointed and Molly said, “I
thought the entire group showed some inteiest in the discussions
and those who contributed certainly made commendable sug-
gestions.”
“Of course they knew that the assembly was for die purpose
of finding out what different classes who are interested in diis
subject were doing, so they were primed for the meeting, although
it was to be informal. I wish that we had had more groups
interested and ready to report what then: classes intended to do,"
Cush said.
140 An Approach to Guidance
Molly smiled teasmgly. “Now who’s becoming impatient?”
She went on quickly. “Seriously speaking, although there were
only a few who reported progress in their classes, I believe that
others will focalize their tlimking If they do nothing more
than to do some good reading about peoples of the world even
tliat will be a step foiwaid.”
Mis. Vaigas, teacher of advanced Spanish, who was back m
school having recovered fiom phlebitis, had become endiusiastic
about the new interests that were peivading the high school
She was natuially inteiested in establishing better relationships
with the Latin Ameiicas and had perhaps mfluenced her class in
a worth-while undertaking. Thiee of her most advanced pupils
came to see Molly one day and asked her opinion about a project
they had in mind, that of writing a senes of good-wdl booklets
to the high-school students of Latin Ameiica, willing tliem in both
English and Spanish.
“But a number of countries in South America speak Poitu-
guese, don’t they?” Molly asked.
“Yes,” one of the gioup said, “but if we get the idea stalled in
Spanish perhaps others would translate tlicm into Portuguese.”
“Plow long will these good-will messages of youis be?” Molly
asked
“Oh, just little booklets,” they replied. "They would have to be
brief so that we could get them done. It will probably take us
the rest of this year and some of next year to write them, but
most of the members of our class will continue studying Spanish
next year.”
And what are your subjects to be?” Molly inquired.
“We plan to have a different subject for each booklet,” one
pupil answered “We would probably have one booklet describing
home life, another one describing school life, perhaps one on
games and sports, and maybe one on holidays. We wanted to
know what you think of the idea.”
“Why, I think it’s a splendid plan,” MoUy answered, “but it
wiU be a tremendous piece of woik and will mean some real
The Teacher Believes in International Biotheihood 141
consistent effoit fiona both the teacher and you pupds. When 128
do you plan to begin?”
“We planned to have class discussions about what is to be in-
cluded in the booklets and then have a eommittee to do the
writing in English. The whole class will work on the transla-
tion,”
"Is the class enthusiastic about doing this?” Molly asked.
The three pupils laughed and one of them replied, “They show
more interest in this than anydimg we’ve done so far.”
Molly summarized her thinking by saying, “I ceitainly feel
that it is a most commendable idea and I do hope that you go
ahead witli it and that it glows into being sometliing good enough
to be published. You might let Bob Hutchins know what your
class is doing. He would probably be interested in wiiting a
feature article for tlie Triple H about it.”
Several weeks passed and one day Cush and Bob Hutchins
and Call Nesbitt, the editor of the Tiiple H, came into Molly’s
office. Cush said booming, “Tliese boys have an idea that I think
is supei-duper and I want them to tell you about it bcfoie they
go to see Mr. Moirow ”
Gail, a wiiy, slight boy of the senior class, said eneigetically
and briskly, “Our idea is this, Miss McLane We want to appoint
a new lepoiler to the Triple H who will make lepoils to the
paper about what each class is doing to paiticipate in the study
of international pioblems. We weie discussing tins at one of oui
staS meetings, and, you know how those thing.s go, one thing
led to another, and somebody on die staff suggested that we
should get in touch with the high-school papers of the schools
in which Dr. Rasmussen had talked about world unity and find
out what they’ie doing ”
‘Well, now, we wouldn’t need to limit it to those high schools,”
Boh drawled, “but we could include any high school that was
interested in it.”
"Yep, that’s right,” Carl continued, “we could include any
high school that’s interested m international unity. Well, we would
142
An Approach to Guidance
have a sort of a high-school international club and would send
them reports out of our paper about what our school is doing and
they could send us reports of what their schools are doing.”
129 "A sort of an exchange of ideas?” Molly asked.
“Yes, ma’am,” Bob put in. "An exchange of ideas and a little
more We thought that if a lot of high schools grouped together
to study what we can do, it would be an influence on pupils as
well as a suggestion to othei groups,” Bob added.
“We feel that our high school is in die front line,” Carl said,
“and that we’ve done a lot of good thinking and have made a lot
of progress in some of our classes. But we don’t know what other
schools have done, and we thought that this was one good way
of finding out.”
“I think It’s a swell idea,” Cush said.
“So do I,” Molly agieed ‘1 think you boys have a plan which
could have some influences on our school as well as on others
It might be the beginning of a way of reaching thousands of
high-school pupils and interesting them m world unity. But why
limit it only to the high school?”
"What do you mean?” Carl asked.
“Why,” Molly smiled and said, “I believe that die local news-
papers would be mterested in having a weekly column about
this.”
Cush smiled and winked at the boys. “She’s trying to get the
community inteiested, boys.”
130 Molly laughed and said, "Wouldn’t it be wonderful if our
interest here in the school could reach out into the community,
even to a small group, and help them realize that each person
can make a contiibution to world cooperation?” [176]
“Say,” Cush said, qmckly, “why don’t these boys tell Mrs.
Morrow about their plans? She could certainly stimulate an in-
teiest out in the community in what diey’re doing.”
‘Tou-all certainly do have a way of making your interest
infectious,” Bob drawled. “One person gets sump’n stahted and
before you know it the idea spreads clear out to the commumty.
The Teacher Believes in International Brodierhood 143
Im plumb fascinated by all the things tliat go on in this here
Hampton High School.”
# * #
One afternoon Molly was passing the home economics room
and the odois of cooking which filled the halls were so tempting
that she stuck her head in tlie door and looked aiound the room.
Miss Reynolds was helping some girls at a ncaiby stove, but
she glanced up, saw Molly, and smilingly invited her to come in.
"We’ve been making cherry tarts today,” she said
"Um, they smelled so good I had to look in as I passed,”
Molly exclaimed
One of die giils in the class brought Molly a small tait on a
plate and she watched the girls working busily washing dishes
as she ate the tait and talked with Carrie
"This is an interesting place,” Molly commented, looking
aiound. “There is always some excitement m heie”
‘Why don’t you come m tins afternoon after school and I’ll
show you what we’re doing?” Game asked “Fve often wanted
to ask you, but just never got aiound to doing it ”
‘Td love to,” Molly said, “if you’re sure it won’t inconvenience
you and if you’re not going to be busy ”
After school Molly wasted no time going to the home eco-
nomics room. She noticed some peasant costumes of Czecho-
slovakia and other countries and inquired laughingly if Miss
Reynolds intended to have a costume paity.
“No,” Carrie answered. "They are costumes I’ve had for two or
three years which I use for my advanced classes in sewing.”
“How do you do that?” Molly asked, with interest.
‘Well,” Miss Reynolds answered, then hesitated. “Perhaps I
should tell you how I teach sewing and what I’m doing will be
much clearer. Let’s sit down up here at my desk and I’ll show
you my sketches as we talk.”
They sat down at her desk and she took out of a drawer some
beautifully drawn sketches of girls of junior-high age
144 An Approach to Guidance
“A former ait teacher chew tliese foi me and I’m very fond
of tliom. Heie is a tall girl with blonde hair and. . One by one
she explained the drawings and how she discussed them with
her class, “I teach our giils to sew for people, not just to sew.
The first year eveiy gul studies her own personal appearance
and the kind of clothes, hair style, and colors she should wear,
We begin widi these drawings and tlicy study them to find what
theyie like. Fiom then on each gul also studies other members
of the class to understand what tiiey should weai. They tiy dif-
ferent colors and help each othei find their most becoming
shades.”
“Tins is intensely intercsbng,” Molly exclaimed.
"Every giil takes this class in sowing fundamentals before she
begins to sew,” Canie went on. “Then, aftei that, she makes one
garment foi heiself the first semester. The second semester they
continue their study of attractive clothes and get more expeuence
sewing. The third year we combine a study of the cloUimg of
people of other countries with advanced kinds of sewing and
trimming.”
“Why, your work is remarkable. No wonder your classes are
so populai and you have such large groups,” Molly said enthusi-
astically.
“Oh, yes, I forgot to teU you that in die thud year our students
make alterations and do other kinds of sewing to help the sevendi-
graders and sometimes they come in and visit the discussions m
sewing fundamentals in which the younger group aie hying to
understand what they should weai and die kinds of clothes
which would be most becoming on them.”
“And do the older giils like to take die lime for this work?”
“Yes,” Cairie said, slowly “They seem to enjoy it, but I admit
that it IS considered a part of their third-year woik.”
“What do you mean by your remark that diey make altei aliens
and do other kinds of sewing to help the seventh-gradeis’'" Molly
asked.
“Oh, somefhmg of this kmd. At the hegmning of this year there
The Teacher Believes in International Biotherhood 145
was a girl in the class whose family is very poor. The mother is
dead and theie are Eve children, the oldest ones being twin
girls of about eighteen. We didn’t know the twins because tlie
family have been here for only about two years and the twins
have never come to our school Phyllis woie the dresses hei older
sisters had outgiown and tliey weie much too long foi her. It
was simple to get an older giil here to shorten her chesses foi
her.”
Molly’s eyes sparkled. “And do you study the social back-
grounds of other countries when you study theii ways of dioss-
ing?” she asked.
“Not too much,” Carrie answered, "I wish we could do moic
of diat kind of thing, but, aflei all, our purpose in tins class is to
teach childien how to sew We aie, however,” she said, with a
smile, “doing a little in oui way to contiibute to greater undei-
standmg of other countiics.”
“I should say that you’re doing a gieat deal,” Molly said. “How
do you cany out tliese ideas in yonr cooking classes?”
“Practically the same way Instead of studying the clothing
of other countries, die girls sbidy the foods of die nations of
the world and why dicy like and cat cm tain foods. And then, too,
they enjoy, in their thud year, making foods of other countiics,
the use of the cliih bean fiom South Ameiica, iicc fiom China,
and different foods fiom all over the woild.”
“This has meant much research on yoiii part, hasn’t it?” Molly
asked, appieciatively,
‘Well, it has developed over a number of years and one tiling
has led to another,” Miss Reynolds said.
Molly leaned back in her chan, smiled, and said, “This has
been a fascinating demonstration of guidance through cooking
and sewing classes ”
Miss Reynolds said, “I’m glad you think so I do feel tliat
many children aie guided towaid dressing belter and knowing
more about how to cook.”
1 should say tliat you’re doing much more than that,” Molly
146 An Approach to Guidance
chuckled. “You begin with the pupil where she is, teach her to
understand herself and her possibilities in relation to what you’ie
teaching, stimulate a group adjustment, motivate attitudes of
cooperation and helpfulness, and extend out into broader con-
cepts of understanding people in other count! les. It’s really splen-
did.”
“Well,” Carrie smiled, “I didn’t know I was doing all of tliat.
We have boys in the cooking classes, too, you know.”
‘That’s excellent.” Molly was thoughtful for a moment. “I
thought I had found out about every place in tlie school in which
guidance of pupils’ personal problems was being undertaken, but
I missed your room. You teachers shouldn’t bide what you’re
doing so eEectively,” she said
“I suppose we just go along our way, doing the best we can
do, not realizing the value of what we develop,” Miss Reynolds
said, as they walked lowaid dio door.
BIBLIOGRAPHY
Doob, Leonard W., Propaganda (New Yoik Henry Holt and Com-
pany, Inc., 1935).
The parts of the book incltidc Introduction, Psychology of Living
People, Tile Nature of Propaganda, The Sweep of Propaganda, The
Vehicles of Propaganda, and Conclusion.
Tliis book is a scholarly approach to die Subfect of propaganda, analyzes
die people whom the piopagandist aUempts to reach, and gives specific
information on how he works The broad point of view concerning how
propaganda is planned and how everyone is propagandized is most interest-
ing and illununating.
Makdbr, Linden A , Foundations of Modem World Society (Stanford,
Calif. : Stanford University Press, 1941) .
Titles of chapters are Health as an International and World Problem,
The International Prevention of Cnme, Monetary Issues as World Prob-
lems, Labor and Labor Standards, International Trade and Commerce,
Communications, The Protection of Nationals Abroad; Conservation of
Resources, International and World Aspects of Population Problems;
Minonties, Mandates, Intellectual and Religious Cooperation; International
Tlie Teaclle^ Believes in International Brotheihood 147
Law and Organization, Ths Development of War and Its Effect on tlie
Sovereign State Security. The Problem and Attempted Solutions, Regional
International Organizations; The Present War and Prospects for World
Order.
This boot IS an authentic, thoroughly documented discussion of world
problems in which die author makes it very clear that isolated governments
cannot continue to remain independent and aloof. He discusses aspects of
mtemational problems and points out America's mistakes, in mtemational
relations as well as those made by other countries.
Mead, Margaiet, And Keep Your Potoder Dry (New York: William
Morrow and Company, Inc,, 1943).
Chapter titles aredJaftroduction; Clearing die Air; We Arc All Third
Generation, The Cla Handicap, Parents, Children and Adjustment,
Brotliers and Sisters and Success, Are Today’s Youth Different?, Tire Chip
on tlie Shoulder; Fighting the War American Style, Arc Democracy and
Social Science Compatible Each with Each?; If We Are to Go On; Building
the World New, These Things Wo Can Do.
The point of view brought out by this anthropologist is that we cannot
make a blue-pnnt of a world new, that wo must go right on from where
we are, taking the good from the past and profiling from the errors wo
have made The chapters, “Building tlie World Now,” and “These Things
We Can Do" would he of particular interest to teachers (pp 217-262).
Reves, Emery, The Anatomy of Peace (New York; tiarper & Brothers,
1945).
Tlie chapter titles are; A Copcmican World, Failure of Capitalism;
Failure of Socialism, Failure of Religion; Road to Fascism, Nation-
Feudalism; What Is War?; The Historical Meaning of Sovereignly; Tieaty
or Law; Super-State and the Individual, Fallacy of Internationalism;
Fallacy of Self-Determination of Nabons; Fallacy of Collective Security,
The Melee, Law . . . ConquG.st,
Tliis hook is recommended by some of our country’s outstanding leaders,
and it is hoped tliat millions will read its compelling, leiihstic message.
Written simply, yet eloquently, it is suggested as a study book for groups and
individuals all over the world It clarifies confused thinking about the
“isms" and helps tliose who are seeking pence and understanding out of
the major problems which beset tlic world today. This book is a “must” in
tlie personal and professional hbrary.
GHAPTEB X
The Teacher Believes in Her Task
It was May in the Rocky Mountain region. Springtime floweis
bordeiing smooth gieen velvet lawns wele'‘|[,|j^lot of color.
Maigaiet Webster watched with appn^ lation the rows of
many-colored tulips, hyacinths, and other floweis m the Hamp-
ton yaids as she walked toward Molly’s apaitment to return a
book A cool bieeze lessened the heat of the late afternoon sun
as she walked up the long hill that led to the house in which
Molly had an apartment with a Hampton family.
She saw Molly sittmg on die porch and waved, but evidently
her friend did not see her approach. She was looking at the
distant hills, purple in the afternoon haze, hei eyes moving from
the dun outhne of Pike’s Peak to the high noilhem ridges. Mar-
garet, too, loved the sweep of land and the view from the home
m which Molly lived, and she looked towaid the rolling gieen
fields and hills which spread ra a panorama towaid the Rockies.
She walked across the lawn— lacy patterns of shadow and sunlight
and up the old stone steps before Molly noticed that she was
commg.
Molly gave her an absent-minded greeting, and the two women
sat quietly looking toward the far hills for a few moments, a
warm friendship between them. An open letter was in Molly's
lap, as though jt had been dropped there.
“I have had an offer of a position as personnel manager in the
mdustiial field,” Molly said simply and passed the letter over
for Margaret to read, It was from an Eastern manufacturing
firm repeating their offer made one year previously.
148
The Teacher Beheves in Her Task 149
Molly gave a sigh and came out of hei world of di earns, say-
ing, T was ]ust debalnig what I should do.”
“Would you enjoy die work of personnel manager of a marru-
facturmg company?” Margaret asked, unbelievingly.
“I don’t know,” Molly answered, thoughtfully. “I debated tak-
ing this position last year and realized tliat public-school woik
would always have first place for me”
“Have you lost tliat rntercsl?” Margaiet asked. “Or has it
decreased?”
Molly answered, quickly, “No, it’s still as fascinating to me as
it was twelve years ago. There are always new challenges to be
met in education.”
“Do you have as much confidence in it as you had twelve
years ago?”
Molly evaluated the question for a moment and replied, “I
still believe drat if we could reach our pupils and guide them
toward the emotional maturity and social understanding which
they have the capacity to achieve, we would improve orii society
in the United States in one generation And I dunk I’ll always
hold to that belief.”
"You’re an idealist, Molly McLane.”
Molly smiled, “We’ve talked about drat before, Margaret Web-
ster, and I still believe that die supposed realist c.scapcs real
possibihties by refusing to work toward die idealistic ”
"Well, some people say that dre idealist is dre one who e.scapes
reality with his perfectionistic beliefs.”
They laughed and looked at each other understandingly and
Molly said, “I think that both of us have our heads in die clouds
and our feet planted solidly m the world of reality.”
Tlreie was silence again and the thoughts of both went to the
potential position.
Margaret said, “It would mean more money for you dran you
have here.”
“Yes, it would,” Molly agreed, “but dial’s not the considera-
tion.”
150
An Approach to Guidance
Margaret knew diat tlie salary was not the issue which was
causing Molly to give serious thought to a change in position.
Molly started to say something, paused, and Margaret said,
“Don’t talk unless you want to.”
“I’m trying to make some evaluations of what my position
here means to me and to get some perspective of where it is
132 leading,” Molly said, quietly. Margaret said nothing and she went
on, “I think that we teachers who are unman red and who live
alone have our peculiar pioblems, the greatest one being tlie
danger of being married to our work. AU of us need someone
who needs us and in public-school woik we are a seiious menace
to childien if we make ourselves too necessary to them or if
we make diem too necessaiy to omselves.”
133 “Yes, that is a danger which tire manied teacher doesn’t have
to as gieat extent as the single person. Her emotional desires
aie usually fulfilled, at least partially, through her family, Un-
questionably, there’s less dangei of her woik being a compen-
sation or a substitution unless her manied life is tliwarting or
frustrating. That is one of the reasons why I am greatly in favor
of having married women continue teaching.”
‘1 agree with you,” Molly said, thoughtfully. “Tliere arc many
of us who go into this field to find emotional sccuiity because of
our own lacks instead of to make a contribution dirough educa-
tion.”
“And the result is diat many of us become possessive and want
children to become too dependent on us If some of us don’t
tie pupils to us, emotionally, we’re in danger of becoming frus-
trated and just plain crabby,” Margaiet added.
“I was wondering where I am on my pathway when you came.
I must know and understand what my woik here in Hampton
means to me before I can decide what to do next year.”
Margaret realized that Molly wanted to talk and she became
the good listener who was interested and made infrequent re-
plies and asked questions. Molly talked about the friends she had
made in the community and the trips that parents and friends
Tlie Teacher Believes in Hei Task 151
had shared with her occasionally into the mountains. She men-
tioned the teas each Sunday afternoon at hei apartment and
what they had meant to a teacher who was alone among strangeis.
She talked about tire professional challenges she had found in
the Hampton schools, the disappointments that had been en-
countered and tlie failuics that she had expeiienced, as well as
the accomplishments of the year.
“But most important of all,” she said, “have been the pci- 1B4
sonal friends I have made among the teacheis. In some ways I
could settle down in this Rocky Mountain town and be per-
fectly happy. But I’vo always felt that I don’t want any position
or group of people to become so important to me that I can’t
relinquish tliem at any time.”
“You are striving toward a very high degiee of adjustment d55
within yourself. It is, of course, just the opposite of being pos-
sessive.” Margaret looked at Molly fleetmgly and said, “You are
afraid of becoming so attached to Hampton that you won’t
want to leave it?”
“I was just wondering.” Molly answered.
‘Teople become po.ssGssive when they feai they will lose what
they have. I don’t see any reason why you shouldn’t appieciate
the friends you’ve made heie.”
T do appieciate them,” MoUy said, quietly. “But I don’t want
to become so dependent on them oi on my position that I must
retain tliem for personal happiness. Tliere is a certain freedom
which comes from knowing that you can go light on regardless
of what crumbles around you, that you will retain a certain inte-
gration widim regardless of what happens.”
Tt is a difficult struggle to leach that kind of integration be-
cause it is one in which you aie close to people and yet complete
without them, you can love but not demand, and you can give
as well as receive.”
“The friends I’ve made in Hampton and my position here mean
a great deal to me even now. Teachers develop a fear of losing
a position or friends when their lives are centered too much on
152 An Approach to Guidance
them. And I believe it’s difficult foi us to lealize when we destroy
the freedom of otliers as well as of ourselves.”
Margaret was thoughtful for a moment and said, “I think that’s
true, and I agree with you, Molly, about relinquishing positions
and friends, but I believe that the very freedom one asks for
himself and others makes him closer to every phase of living I
don’t think that tlieie’s any dangei of your causing bondage to
any person,” she said, with a real feeling of affection,
“You imply that iheie is another danger.”
“It seems that tlieie might be. I’ve noticed many times tliat
different teachers have wanted to do tilings for you, but you’re
always so busy doing for others that you forget how to be a
giacious leceiver as well as a generous giver.”
“You may be right, Margaret, but I’ve never felt any com-
pulsion about doing for otlieis.”
“1 don’t imagine you do.” Maigaret said notliing for a few
moments and flien went on. “Molly, I hope you will take what
I’m going to say in the spirit of friendship. I think you are mak-
ing the same mistake that thousands of teacheis make each year
when they change positions because of personal motives. Some
make changes for moie money, some of them look for advantages
elsewhere. [69] You give of your warmth and love freely, but
something inside you makes you afraid to accept friendship from
others and, because of this, you are forgetting about your obh-
gations to your work just as much as the teacheis who make
changes for other reasons.”
Molly was so surprised at this statement that she sat up
straight in her chair and looked questionmgly and doubtfully at
Margaret
Margaret went on. "Yes, I really mean it. To me, doing one’s
best m a public school for only one year or even for two years
IS not fulfillmg a teacher’s complete obligation and I thmk that,
as a group, our failure to reaKze this is one reason why we don’t
have as much professional prestige as we should have. Many
teachers change positions each year seeking a better place of
153
The Teacher Believes in Her Task
employment and, in a way, one could say that they are pstified
m improvmg their positions."
‘‘There aie two ways of looking at it, though.” 136
“That’s what I mean,” Maigaret went on. “We have a greater
obhgation to ouiselvcs than tlie monetary one, or any other kind
of excuse for changing positions, and that is tlie obhgation we
owe to oui piofession. Only by improving our whole piofession,
oui total task, can we improve ouisclves individually.” 137
"And only by improving ourselves individually can we im-
prove the whole piofession. Aie you tiying to suggest, Maigaret,
that I’m forgetting eitlier point in question?” 138
“I don’t know. Are you? You must suiely realize that, while
you’ve been a veiy beneficial influence m many ways, Molly,
you haven’t completed your woik in diis one year ”
“No, I haven’t,” Molly agreed “Hieie are many teachers in
both the junior high and the scnioi high who aic not guidance-
minded and some who aie even hostile toward it.”
“If pupil growtli is indicative of teacher inipiovemcnt, tlicn
we might conclude that many of our teachers have grown They
are learning to stand on their own feet, to express themselves
and to contiibute to diifeient aspects of school life, and tlie
flunking of both teachcis and pupils is not nearly as naiiow
as it used to be.” She paused and Molly completed flie thought.
“But the work has leally just begun.”
“That’s true, A number of teachers have learned some guidance
methods in their home-ioom such as stimulating the pupils to
discuss gioup problems and solve them by group methods, but
there is much more that all of us need to learn and you have
the knowledge and skill to help us.”
“Only if I’m clear in my thinking, clear enough to be objective.
You aie concerned about fulfilling ones obligation to the profes-
sion, I am conceined about lulfillmg one’s obligation to one’s
self. They aie of equal importance to me and I must be suic of
my own flunking.”
“Don’t you believe that you aie?” Maigaiet asked.
154 An Approach to Guidance
Molly looked toward the distant hills for a few minutes and
answered Margaret’s question with a question. “Both of us do
much counseling, Margaret. Have you ever thought of the rea-
sons why you enjoy counseling, what satisfaction it brings you
and why you need those satisfactions?”
“I think tliat counseling is just part of my job,” Margaret said.
“What place does it hold in tire different kinds of work that
you do?”
“First place,” Margaret answered, promptly. “Doesn’t it with
you?”
“No,” Molly answered, “but I’m not sure. I think I enjoy group
contacts better, but I may have a “blind spot’ about my real
feelings regarding counseling. I may not be able to see what
it means to me. People do have ‘blind spots’ and are unable to
recognize what they really think and feel.”
‘Tes, I know diat’s true,” Margaret agreed.
‘The danger of making people depend on you tlirough the
counseling process is veiy clear to me and I want to guide people
to stand on then own feet. But I have a real love of counseling.”
She looked out across the fields as though she were looking
back into her childhood. “1 was reared by a physician-fatlier who
was very busy, although very devoted. I giew up hungry for
close bonds of affection with people, but perhaps I was fortunate
in realizing tlrrough experience that one can’t be demanding of
those one loves. As die years passed, I had to face die reality
of my physical size, about which nothing could be done.”
“And, because of these experiences, you are willing to give
freely of yourself but afraid to expect anything in I'etum,” Mar-
garet said, softly. “You are calling it a fear of becoming possessive,
whereas, in reality, it may be a fear of not receiving die warmth
and love from others that you yearn for— or at any rate of losing
it after it has been received and come to be terribly important
to you.”
Molly was dioughtful for a few moments. Finally she said, “I
don’t believe that it is a fear of not receiving affection because I
155
The Teacher Believes in Her Task
have received it many times No, the thing that is bothering me
IS die fear that friendships will become so impoitant to me tliat
I wouldn't give otheis tlie fieedom that I want foi myself and for
them, diat I would, or might, become possessive and demanding.”
The sun was setting behind Long’s Peak when Margaiet left
and tlie sky was a fiery red as only Western skies can be, tinging
tlie foamy white clouds to tlie east with touches of pink and
gold.
During the closing weeks of school tliere was the customary
rush and frantic completion of woik. Theie was little time for
visiting or discussing subjects which were not necessary to the
actual functioning of the school. Nothing had been said about
the fact that Molly might not be with them the next year, but
Molly knew that Cush had heaid about it fiom Maigaret. He
took many little ways to let her know that he appreciated what
she had done and had tiied to do. tie asked her opinion about
changes for the next year, he expiessed regard for some of her
work and mentioned tlie improvement made by some of the
teachers she had counseled. She knew dial in his way Cush was
trying to say that he hoped she would come back and that he
knew she had not signed and returned her contract.
1 diink I’m going to take a look-in at that guidance workshop
being held this summer at Austin University,” he said. “I hear
that you turned dovm a chance to give some talks during it.”
‘Tes,” Molly answered, busying herself with some papers on
her desk. “I plan to spend die summei in Philadelphia.”
"I’m glad you promoted the workshop among the teachers.
Vera Norman and several odier teachers are planning to attend.
We’ll miss you.”
“Thanks, Cush. I understand that about fifteen teachers plan
to be diere,” Molly said.
“Do you suppose you could see tiiem and talk with them about
the specific projects you think diey should undertake to improve
our work heie?”
“Yes, I’ll be glad to,” Molly answered. “I hope that someone
156 An Approach to Guidance
will do some woik on cumulative office records, that several will
study home-room guidance, and that someone wiU. do some thor-
ough studying in die field of vocational guidance, although it is
really only a part of the total picture of adjustment.”
"I think some of our teachers have done a pretty good job of
home-room guidance during the year. It’s interesting, isn’t it, that
diEeient teachers have busied themselves with different things.
Several have become entliusiastic about woiking witli parents,
and I shouldn’t be surprised next year if we have some parent
study groups under teacher direction.”
'Tm glad that some of tliem have become interested in estab-
lishing congenial relationships with the community.”
"And I tliink that those teacheis who didn’t come to the guid-
ance study group or who didn’t respond to community relation-
ships, but who have inteiested themselves in the study of
international relationships, such as Mrs. Vaigas has done, have
really made a contiibution ”
"Well, it takes a variety of subjects to reach all of the teacheis,”
Molly answeied.
Mr. Moiiow stopped in Molly’s office one morning, looked
around the room, and said, approvingly, "You have made this
office into a very friendly, comfortable place.” He sat down at
her invitation and stated his business frankly and simply.
“We have an elementaiy principals’ meeting tomonow morn-
ing, Miss McLane, and I wondei if you could attend it and dis-
cuss guidance in the elementary grades. Our elementary teachers
feel that we should have some kmd of guidance work from the
first grade on. It seems to me that a number of these seveie cases
of delinquency and truancy which stump us m the high school
could have been pi evented, or at least minimized, if someone
had worked with the children when they were smaller.”
“Oh, I agree with you thoroughly, Mr. Morrow. And cumulative
records would help teachers see the trends in child behavior
which are occuning,” Molly said.
“I’m glad you do because I have a proposition to make to you,
The Teacher Believes m Her Task
157
and, if you beheve m prevention as much as lemedy, you will
be fuither inteiested. Oui elementaiy school piincipals have sug-
gested that you spend your mornings, or at least a pait of your
time, helping them woik out some plans foi taking caie of their
guidance woik.”
“Oh, how inteiestingl” Molly exclaimed.
“Yes, I tliink it is. We won’t expect you to do too much actual
woik. If you can help tliem understand what tliey can do in tlieir
classiooms and in woiking with individual piobloms, and,” he
laughed, “help them witlr some of their paienl problems, it would
be a big start ”
Molly looked at Mr. Moirow thoughlfuRy, wonder ing if he
knew diat theie was a reason why she had not signed and re-
turned her contiact. Tliere was no intimation of it in his manner,
which was cordial and frank. She told him tlien about tlie indus-
trial position she had been offered. His lesponso was emphatic
and direct
“Do you feel diat you have finished youi work here?” he asked
“No,” she was forced to admit.
“Do you want to leave?” he asked.
“No,” she said impulsively.
There was a pause for a few moments, and Mr. Moirow asked
if the woik she might do m the elementary grades was interesting
to her.
“Oh, yesi” she said quickly “Every yeai of preventive work in
the younger grades would decrease considciably the problems
of adjustment which aie necessary in the high school. Let me
think it over. Mi. Moiiow, and Til stop in your office m a few
days ”
After Mr Monow left her office Molly began straightening
her desk preparmg to go home. Hei eye wandered over to the
chair where Mi. Monow had been sitting and she thought of his
remarks and of the joy diat it would be to cany out a long-
cherished plan of developing activities in the elementaiy grades
to prevent child unhappiness and maladjustment. Her mind went
158 An Approach to Guidance
back to an interview she had had in the afternoon with a truant
boy and she reahzed that, had his trends in behavior become
known when he was smaller, the problem could have been worked
out moie easily.
Her eye wandered to the book shelves. A picture she had seen
so often during the past year of teachers standing there together
discussing a book they had read came to her. The book shelves
holding her few books on paient guidance brought a picture of
the occasional parent who had made choices there. And her room
became filled witli the boys and girls who had been sent to her at
first and who had later come to laugh and talk with her, the
teachers who had stopped in for short visits.
A waim tingle of pleasuie came over her and slowly Molly
realized that these people had come because tliey wanted to be
with hei. Physical size made no difference to them; they accepted
her for what she was. They asked nothing of her as she asked
nothmg of tliem, excepting tliat she shaie what she had been
privileged to gain.
"And diat is theirs, anyhow,” she thought. For the fiist time
she realized what it really meant to relinquish people in the full
sense of its meaning. She felt a real part of the duobbmg, pulsing
life of Hampton.
Automatically she opened the desk drawer, took out her con-
tract for the next year, and, in a firm scrawl wrote— Molly
McLane.
BIBLIOGBAPHY
Cabot, Richard C , The Meaning of Right and Wrong (New York:
The Macmillan Company, 1933).
Fhomm, Erich, Escape from Freedom (New York. Fairar & Rmehart,
Inc, 1941).
Chapter titles are: Freedom— A Psychological Problem?, The Emergence
of tlie Individual and the Ambiguity of Freedom, Freedom in tlie Age of
die Reformation, Tlie Two Aspects of Freedom for Modem Man; Mecha-
nisms of Escape (authoritarianism, destructiveness, automaton conformity).
159
The Teacher Believes in Her Task
Psychology of Nazism, Freedom and Democracy (the illusion of individ-
uality, freedom and spontaneity); and Character and tlie Social Process
This absorbing and vital book discusses the real freedom for which man
has been struggling for centuries and points out that if he cannot stand it
and cannot see his way thiough hie toward real self-dependence and
freedom, he will, m aU probability, turn Fascist. The descriptions of Fascist
and “ism” psychologies, is clear and easy for the layman to understand.
Another “must" for the private and mstitution hbrury.
Stoiy Interpretation
Certain objectives, principles, and methods of guidance and
education have been developed and exemplified in this book
through conversational style, and tlie purpose m tlie Story Inter-
pretation IS to point out these techniques foi teachers and student
teachers who use this volume as a study guide or textbook. The
principles appear in the story as they might appear in a real
school situation. They will be discussed according to chapter,
page, and marginal number to facilitate use of book. The reader
IS urged to lefer to the marginal number in die story pait of the
book and to relate the pimciple discussed to the incident or
remark in the story.
The first chapter mtioduces the people in die story, the school
environment, and the community setting, and it seems advisable
to discuss briefly these characters and their environments at the
beginning of the appendix for each chapter.
The administration of the Hampton Public Schools is intended
to be authoritaiian so that die effect of an undemocratic leader-
ship on teachers might be brought out in the story. The mediod
of teacher selection which is adopted in public schools is one way
of estimating die democratic or autocratic philosophy of the
school system. In diis book the superintendent and the Board
selected Molly without conferring widi Mr. Cushman, with whom
the director of guidance should work closely and who had re-
quested someone to do diis work.
Mr. Cushman’s attitude of mdecisiveness and uncertainty at the
beginning of the story radicates further die prevalent autocracy
in the Hampton schools, and it seemed necessary to urge him to
express his opmions about the work of the director of guidance
before he felt free to do so.
161
162 An Approach to Guidance
As Molly and Mr. Cushman become better acquainted there is
evident agreement of ideas. The school situation presents both a
challenge and a promise for Molly McLane.
Tlie principles discussed in die fiist chapter of this interpreta-
tion are mainly guidance principles, brought out in the stoiy
part of the book, but as the story progresses the bioader prin-
ciples of educational philosophy aie developed.
CHAPTER I
PAGE 1
^ 1. The approach to developing a guidance program should
be cautious .
The administration in the story makes no effort to "advertise”
Molly’s coming to the Hampton High School or to anticipate any
guidance "miracles.” Molly is thereby enabled to begin her work
carefully, through studying the school, tlie teacheis, and the
pupils, thiough learning about then problems, and through under-
standing “where they are” before attempting any guidance woik
Tins work cannot be anticipated m advance of its actual func-
tioning because it begins with an understanding of an individual
or a situation at a paiticular time and piogresses onwaid. Panaceas
are not expected if it is undertaken slowly and cautiously.
Jl 2. Every individual has problems.
The philosophy of this book is that every person experiences
situations which are difficult to meet, and the heroine of the story
is no exception. One admires her courage in doing the thing she
thmks she can do despite the physical handicap of size. The story
has been planned with the intention of giving her a problem
which would be difficult for any woman to meet but of endowing
her widi the desire to face it through doing the work for which
she felt she was qualified.
There aie divergent opinions among some mental hygienists
concerning whetlier or not an individual should try to face
163
[^^1-3] Story Interpretation
“reality” and recognize his problems. Morgan feels €iat fear as
an escape reaction is highly valuable at times but only as a
temporary retieat. It should occupy but a small portion of our
living and when habituated it causes habitual failures, [157]
Wallin, however, believes that an individual who is meeting life
adequately and in an integrated way is able to solve his problems
in a “frank, straightforward manner.” [219] Tire point of view
adhered to in this book is that any problematic situation which
the individual himself lecognizes should be carefully thought out
and mediods of meeting it should be planned The individual who
has woiked out a wholesome way of meeting life usually recog-
nizes that he has confusing experiences that at times seem over-
whelming, but he has also developed a way of approaching these
diiBculties.
It is hoped that tliis book will make clear some healthy ways in
which teachers may approach the problems they experience.
PAGE 2
^3 Teachers have problems which defer efficient teaching,
some of which are similar to those of other people and
some of which are peculiar to the profession,
Mr. Cushman’s simple remark about wanting some help for die
teacheis opens the whole aiea of die lecognition of anxieties
common to this profession. Beale discusses the many different
kinds of difficult situations which teacheis face and the fact that
teachers are not free to develop dieir lives as dicy wish them to
he because of constraints placed upon them by the community
and by their administrators. [15] A fear of the loss of professional
prestige as discussed by Crow and Crow [59] has caused teach-
ers to become defensive about themselves, this defensiveness
resulting at times, m rationalization, self -justification, and a re-
fusal to admit that they have problems in teaching and in life.
This book introduces a heroine who has a recognized pioblem
and continues on the assumption that teacheis do have difficult
experiences which must be recognized.
An Approach to Guidance
164
PAGE 2
f 4 Administrators sometimes recognize pupil needs more
clearly than teacher needs.
Inasmuch as tlie teacher is supposed to come to her position
from the teachers college prepared to assume her full responsi-
bilities, it IS not suiprising that the admimstiator expects her to
be leady to cany out these lesponsibilities. The teachers college
of die futuie and the student teacher of the future should follow
die precedents set by some far-thinking colleges of the present
m developing courses and experiences to help teachers achieve
better personalities. Townsend suggests two requiiements neces-
saiy for die teachers college and school of education to assume
if they are to prepare teachers to guide pupils through exemplifi-
cation of their own personalities, namely (1) greater selectivity,
and (2) a complete and adequate peisonnel piogiam which will
include classes in mental hygiene, gioup experiences, activities
designed to help the individual adjust his problems, personal
counseling, and other phases of personnel woik. [216]
Mr. Morrow’s desiie to have a piogiam of pupil guidance and
his lefusal to recognize teachers’ needs shows a certain short-
sightedness which is not sui prising in some respects. The ad-
mmistiator expects the teacher to guide pupils. Cush, however,
realizes diat teacheis cannot attempt a pupil guidance program
until they are meeting life somewhat adequately themselves.
PAGE 8
Jf 5. One of the basic requirements of successful guidance work
is confidence in the individual being guided
It is doubtful if successful guidance work may be achieved un-
less the guide “believes m” or has confidence that the individual
desires and can reach the goals he sets for himself. The teacher
who conducts a class in any subject expecting only a part of the
group to understand and learn what is being taught is anticipat-
ing the results she will achieve. And, further, the teacher who
165
[jf4-7] Story Interpretation
expects all of the class to understand what is being taught with-
out individualizing her instniction will probably not reach all of
the pupils in the class. However, the teacher who has confidence
that her pupils may leain, provided that she reaches each one of
them thiough individualized instruction, will actually help each
child leain and grow The teacher who counsels a pupil about a
behavior problem and continues to have confidence in the child,
lealizing that it is her responsibility to leach tliat child, may be-
come a successful counselor Molly's statement about confidence j
in teachers is a piinciple which is a basic essential to the success-!
ful guidance of teacheis and pupils in the public schools.
PAGE 4
Jl 6 Teachers need to develop a wholesome, happy pay of life
if they are to guide youth successfully.
Aveiill and many other mental hygienists aie stiessing the great
need for teacher adjustment and mental health. [9] Hopkins and
other educators have studied the leactions which pupils make
toward teachers, and there is tremendous evidence that they are
affected seiiously and quickly by the personalities of teachers.
[122] The mental health of the classroom tcachei may become
wholesome and adjustable in some instances provided that means
aie taken to guide the teacher and the student teacher wisely
Elsbree points out that at one time teachers’ healtli problems
were considered grave, but tliat when increasing awareness of
their need for phvsical healdi caused teachers to study and adopt
better health habits and to take health precautions, they, as a
whole, developed a fairly good physical condition. This book
suggests that the mental health problems of teachers may be
understood and met through guidance and direction. [76]
f 7. Teachers sometimes unwittingly destroy child security.
Inadequate training in child development and child psychology
may be one cause for the unwitting teachei destimction of child
status in a group Personal unlrappiness and concern about emo-
166 An Appioach to Guidance
tionai difficulties may cause other teachers to become sarcastic
in a classroom or with individual children and may cause them
to make remaiks which will cause pupils to lose piestige among
their companions. It should be boine in mind constantly that
teachers many times do not purposely seek to tear down a child’s
relationships with his classmates and in his self-evaluation, and,
as Molly has stated in die story, many conscientious teacheis un-
knowingly influence a child in a negative, destmctive way. The
causes of this unwitting practice aie numerous and may be found
in the teachei’s life outside die school or mside it, or they may
result horn inadequate education and understanding of child
psychology.
PAGE 4
J' S. Some guidance acticities may he begun in the early phases
of a guidance program.
Although a complete guidance program should not be begun
at once, there are some activities which may be incorpoiated into
the school practices in die early part of the year. Germane and
Germane suggest numerous “strategies” which may be adopted
in the high school [95] Although this present volume is con-
cerned pnmaiily with teacher adjustment and personality growth,
some guidance activities are suggested throughout the book.
Some schools begin their guidance programs with a study of
the record system and the development of cumulative records so
diat teachers may refer to diem and understand their pupils more
thoroughly. Other schools have begun dieir work m guidance
with study groups to acquaint teachers with the techniques and
methods of guidance. In some systems a counseling piogram has
been the initial phase of the guidance program. It would seem
that the activities begun depend upon the particular school and
its needs.
Story Interpretation
167
[T8-11]
PAGE 5
f9. Economic security is a necessary part, hut only a part of
the total adjustment needs of teachers.
Prescott has suggested that economic security is important to
teachers and that it is a necessary part of tlie total pictuie of
wholesome adjustment, [175] but it is not tlie only consideiation
It is believed tiiat economic security is one of die basic considera-
tions in developing a better status for teachers, but there are
many problems which face teachers in the field of education
which are of equal importance if not of greater gravity.
^10. Teachers of the future wtU, in many instances, become
community leaders.
Teachers are faced at the present time with increasingly greater
challenges, and Koopman suggests that they, in die future, will
become the leaders in the commumty, [133] that tiiey will initiate
community planning, and wifi, assume mcreasmg responsibilities
in their own localities as well as in the nadon. What will happen
if these futuie leaders are not sufficiently well adjusted to become
the right kind of leaders? What reactions will communities make
if the schools and die leaders in the schools cannot fulfil com-
munity obligations and lesponsibilities? Wliat will happen to the
profession of teaching, and, indeed, is already happening, when
the community becomes fuUy aware that our schools are repre-
sented sometimes by teachers whose living and thinking is too
narrow, bigoted, and madequate to meet the needs of youth be-
cause they have not had die opportunity to develop a well-
rounded way of life?
PAGE 8
fill. The individual being guided must desire self-improve-
ment if the guidance is to be effective.
Guidance and counseling can be effective only when diere is
cooperation of the mdividual being guided. There must be a real
168 An Approach to Guidance
desire on the part of die individual to work out his difficulties
and to develop a way of life. Rogers feels that the desne to solve
one’s pioblematic situations is a necessary correlative of effective
counseling. In fact, he feels tliat “...before counseling can be
effective, the tensions created by . . . conflicting desires and de-
mands must be more painful to the individual than tlie pain and
stiess of finding a solution to the conflict.” [186]
PAGE 6
^12. The desire to grow and imfrooe is a pait of the very
process of life.
One cannot have respect for an individual unless he respects
the life conditions and experiences which made him what he is.
Frusti aliens and tliwartmgs seemingly destroy a desiie for
growtli, but Cabot pomts out that this desire foi self-iinpiovement
is a "natural” part of the process of life, a process which is de-
feated if expeiience and unliappmess are so great that the wish
to glow cannot he realized. [37]
Ml. Moirow msists on isolating teachers as a group, and Molly
insistently speaks of them as a part of the great family of “human
beings.” Neill feels that, because of conditions of teachmg, teach-
eis have not been able to be human beings and that one of the
gieatest needs is that of “humanizing education.” [163]
Jl 13. Self-confidence is fundamental to wholesome adjustment
Numeious wiiteis have expressed the point of view that teach-
ers need confidence in themselves if tliey are to guide pupils
adequately. Burnham suggests that die great teachers of the past
have been singularly known for the self-confidence they have
possessed in sufficient degree to achieve their goals [33] Morgan
feels that the gieatest deterrent to happy living and to building
an adequate life is tire lack of self-confidence, [157]
Story Interpretation
169
[ims]
PAGE 6
fl 14. Self-understanding is fundamental to wholesome adjust-
ment.
The need to recognize one’s feelings and to understand how
those feehngs develop and why they exist is a recognized pait
of giowth and integrated behavior. The guidance worker is less
concerned with facts, per se than he is with the interpietations
an individual makes of Uie supposed facts. Bmger discusses die
value of self-understanding [21] and self-knowledge in a warm,
leahstic way. If the individual can leain to understand and iccog-
nize why he feels as he does, it is much moie possible for him
to accept himself as he is at die moment and to be stimulated
to seek highei goals of self-improvement.
jj 15 Personal counseling may guide some teachers.
The stress of living in our complex society causes such a stiain
on even the best adjusted peisonahties that many people need
to relieve themselves of strong, emotional leactions which detei
them in their woik. The skilled counselor undei stands the need
for biinging feelings out into the open and expiessing them, and
realizes diat the teacher cannot do hei best woik when she is
burdened by anxieties, feais, and doubts about hcisclf It has
been found diat when teachers talked with supeiwisois sometimes
about school problems diey fiequendy changed die subject of
conveisation to a discussion of their personal problems. [174]
With the inci easing emphasis on the peisonal adjustment of
teacheis, a long step forward will be made toward piepaiing
them to do that counseling which is necessary foi home-room
guidance in die high school It is realized Uiat not every teacher
can become a counseloi, but it is believed diat widi education,
study, and practice many teachers may become skilful in guiding
children. The values of affording children opportunities to talk
out difiBculties are still to be recognized, although studies in in-
dustry and education show die effectiveness of peisonal counseling.
170
An Approach to Guidance
PAGE 7
f 16. Classes, lectures, and so forth, may he effective in stimu-
lating teachers to meet life adequately.
Teachers colleges, in-service education groups, and adminis-
trators are recognizing that tliere are a number of ways of reach-
ing teachers and of guiding them toward building lives of
happiness and self-reahzation. At the University of Denver the
student teacher in a class of speech fundamentals begins her work
in personality improvement by writing an autobiography, by
makmg recordings of her voice, and by experiencing many speech
situations which are mtended to help her make the best adjust-
ment possible to those people with whom she comes in contact.
CHAPTER II
In tliis chapter an attempt has been made to show the in-
fluences of undemociatic procedure on teachers and to show the
confusion which results when administrators have not worked
out their school policies cooperatively. The story of the science
excursion illustrates what might happen in a school system in
which teachers are given very little consideration and in which
they are burdened by detailed record-keeping instead of being
given the time necessary to study and understand children and to
meet the needs of young people. This part of the chapter is in-
tended to show the effect of poor administration on the profes-
sional lives of teachers.
The story of the teachers’ room is mtended to illustrate the
effect of autocratic administration on the health needs of teachers
and to show what can be done when teachers join together and,
m a tactful way, insist upon having some thought given to their
desires. Numerous writers in the field of education have said that
teachers need power, not as a force to exert their own will and
171
[f 16-17] Story Interpretation
to succeed in satisfying selfish wishes, but as a means of fulfilling
objectives which should be a part of school administiation and
which aie fair and just.
In this chapter Molly and Cush aie united further in tlieir de-
termination to make the hves of the teacheis of the Hampton
High School more pleasant tlian they have been and to arrange
time for them to assume some guidance activities which aie more
important tlian keeping records.
PAGE 12
f 17. People sometimes resist change because they fear it.
Teacheis who have developed a rigid methodology in their
teaching and who aie dependent on that methodology for their
security may be resistant to change. Any seeming encroachment
or potential threat to that security will usually result in strong
resistance and will cause teachers to oppose changes or new kinds
of work which tliey really feel would be beneficial to tliemselves
or to their pupils.
Cabot gives an interesting discussion of the conflict between
the desire for growth and a resistance to change, this conflict re-
volving around tlie individual’s needs, his desires, and die agree-
ments he makes with himself and with others. [37]
Molly recognized diat some of the teachers in the school were
already doing excellent guidance work and suggested that diey
have a part in all new plans. Her recognition of dieir constructive
importance in the school woik should have alleviated, to some
extent, their fear of attack and their resistance to change.
Beard discusses the importance of the teacher and suggests
that, because she comes into contact with all sorts and kinds of
children, works with all races, religious groups, and economic
levels, the teacher has a unique contribution to make to the
world. [16] When she begins to realize tlie full significance of
her potential contribution, she will resist change less because
die fear of insecurity in the profession will have been alleviated.
172
An Approach to Guidance
PAGE 12
f 18. Guidance should be begun with a recognition of each
member in the group.
It has been mentioned before tliat guidance should begin with
"where people are” and it would seem that this principle should
extend further to an appreciation of the contiibution each person
might make to tlie whole program. An appreciation of every
individual is a basic consideiation m our democracy, as Can has
brought out, [39] and lire members of a democratic institution
such as the public schools aie supposed to lepiesent, have an
appreciation of and are eager to recognize, stimulate, and to
effect the contributions of each member of tlie institution
Molly suggested only the development of “those guidance plans
which they tliought would be of value.” In making this remaik
she has not only shown some appieciation of tlicii potential con-
tiibution, but has included them as an mtegral pait of the plans
which would be formulated.
fl 19 The emotional climate of a school should he conducive
to cooperative enterprise.
A realization tliat teachers cannot guide youth as effectively
as possible unless the emotional climate of the school is con-
ducive to teacher integiation is being bi ought out in educational
writings with increasing stress. Fenton feels that one of the
ciitena for estimating the mental hygiene program foi any school
includes a consideration of the conditions , under which teachers
work and that it is imperative that the emotional climate be
stimulating. [81] Prescott stresses the importance of having free-
dom m creative thinking to such an extent that the teacher has
a feeling of personal woitli. [175]
In mentioning her behef that the school should develop an
emotional climate which would make it possible for the teacher
to build sound mental health, MoUy allies herself as a friend of
tlie classioom teachers of Hampton,
Stoiy Interpretation
173
[1118-21]
PAGE 12
f 20. The school should be an integral part of the total com-
munity life.
The concept of tlie community-centered school is gaining
stiength in educational writings, but its actual application in
today’s schools is not piogiessing as lapidly as might be desiied
There aie a number of leasons why this might be tine. The school
might not actually repiesent cooperative enterprise within its own
framework, as was discussed above, the community people them-
selves might not be understood by tlie school, the relationship
between the school and the community might not be one of
amity, or the school might not conceive of itself as being com-
munity-centered There are some instances, too, in which the
community is assuming leadeiship and is forcing change on the
school.
The administrators of the public schools should be amenable
to community intei action and should, in fact, initiate it. As Beard
has stated, “The school is not set apart from society on an aca-
demic hill,” [16] and either it will become an integral pail of the
community or in time change will be forced upon tlie school.
PAGE 13
f21. Unified effort is sometimes necessary for teachers to ob-
tain a fulfilment of real needs.
It would seem that tliere are two points of view concerning
unified effort among teachers. On the one hand there aie those
writers and exponents of giving teacheis power and foice and
then there are some educators who feel that the teacher’s task
IS confined to the classioom. Kilpatnck is one of the far-thinking
mdividuals who says that “for teacheis to become simply one
more pressure group organized principally for selfish advantages
—this I hope we may never see.” [129]
However, tliere are real needs among teachers which at times
are not met by existing conditions m the school. The field of
174 An Approach to Guidance
industry learned long ago that rest periods and a place for resting
were advantageous for production and yet there are many schools
in die country which do not provide a rest-room foi teachers
where they might be relieved for short periods from die tensions
which exist in any classroom. When real needs are ignored, unified
effort is necessary. The administrator of the future must be one
who is cognizant of the physical and emotional needs of teachers
if the profession is to atbact talented young people and keep
them widim its ranks.
PAGE 14
J' 22. Teachers who are specialists in given areas should share
their knowledges with other classes and groups.
There is a trend m education toward having every teacher
acquainted with a number of subject-matlei skiUs and a special-
ist m one or two particular aieas which are of vital interest to her
and to have each teacher share with any other mterested classes
and gioups those knowledges in which she excels. This effort
would develop greater coixelation and interrelationship between
groups and would give pupils an opportunity to have the best
instruction possible thiougli a number of sources. In such a prac-
tice teachers would be expected to hold discussions about their
paiticular field of specialization in any gioup which was devoting
Its attention to that subject.
It was evidently a part of the plan of the Hampton High School
to have teachers shaie theii knowledges with a gioup desiring
tliem, but the problem of detailed office work obscured this more
important policy.
PAGE 16
J 23 Teacher responsibilities should be clarified by the school.
In a situation similar to the field trip planned in die story, the
community is inclined to blame the administrator, the administra-
tor may place the fault witli the teacher, and die teacher fre-
[j[ 22-24] Story Intel pretation 175
quently feels that the pupils should have made more adequate
plans. The question of "blame” is a moot one. The real issue may
be found m a clarification of lesponsibihties in which all paities
concerned share in the designation of those responsibilities
The administiative value of informing teachers of then obliga-
tions through a manual or handbook issued yearly and developed
with the cooperation of the teachers may be realized immediately
Most high schools and some elementary schools issue daily and
weekly bulletins, but while this practice is of much help to the
teacher, a yearly book of regulations, mles, and responsibilities
would be of great value in clarifying the philosophy and the
changing policies of the school. Teachers who are new in a school
system would find such a manual of invaluable assistance, and
teachers who have been on the faculty for some time need some
refreshing at times as to the policies of tire school even when they
have helped foimulate them. In an interesting little article Curtis
discusses tire values and contents of handbooks or manuals. [60]
PAGE 17
24, The community has Us part to play in the mental hygiene
of the vublic school teacher.
If teachers in tire public school feel defensive toward tire com-
munity about their work, they may seem to ignore community
opinions or they may become so indecisive that their contribution
is questionable. Misunderslandmgs, blame, and criticism have no
part in the cooperative interests of the school and die community,
and, just as tire school must assume a part of the responsibility
for building rapport with tire community, so the people of tire
community have a r61e to assume in helping the teacher and tire
admmistratoi to grow and achieve. In one flouiishing community
the parents became so incensed because the school seemingly
did not teach their children some of the skill subjects to tlieir
approval that they began having meetings to force the school to
take action tlrat was strongly against their philosophy. It was a
natural result that the teachers in that particular situation felt
176
An Approach to Guidance
defensive and antagonistic toward the community and took every
oppoitunity to widen the gulf between them.
Rivlm feels that there are some problems which aiise out of
the community and which are disturbing to the teacher and drat
"any sound progiam of mental hygiene in the schools must,
therefore, include adequate provision foi secuiing die intelligent
cooperation” of eveiyone who is a part of die whole scheme. [181]
A moie inclusive discussion of teacher-community lelationships
will be included in a later chapter in this book. It is sufficient
at dns time to mention that whenever these relationships are not
mutually satisfactory, theie is a possibility that teachers will feel
defensive about their woik and about diemselves.
PAGE 18
f 25 A feeling of futility and of being a misfit causes some fine
teacheis to turn from the field of education
The percentage of turnover that is to be noted in die public
schools IS stunuladng some inteiest in asceitainmg the causes of
the motility of school people. Theie are, of com se, many reasons
why teacheis and administrators change positions, but it is al-
fmost ceitain that one of the basic causes of this restlessness may
be found in feelings of futility and frustiadon.
Burnham has emphasized die need foi success as a requisite to
normal behavior and feels that this need is universal. Not only
do children need it, but adults become depressed without it. [34]
Neill desciibes the teacher who feels fmsti'ated in her work in
vivid terms when he says, “Most teacheis have a more oi less
vague feeling that dieir work is pouring water down a diam. In
a way the teacher who thinks that liis little subject is a big subject
is the lucky one The really tragic teacher is he who feels keenly
that he is giving his best to an unworthy cause, fighting a battle
under a flag he does not honour." [163]
[f 25-28] Story Interpretation 177
PAGE 18
Jl 26. Condemnations and judgments against teachers have little
administrative value.
It seems to be a common fallacy to blame the other person for
failures of those one wishes to protect and, instead of realizing
that tlieie were administrative failures in the high school, Mr
Morrow found it convenient to blame teachers for the mishaps
witliin the school Molly and Cush, however, turn the conversa-
tion to a constructive means of alleviating the difiBculty.
PAGE 19
jl27. Teachers should he relieved of some work if more im-
'poriant duties are expected
Many teachers feel harried and huiiied by die msh of ful-
filling a certain amount of woik each day and even the thought of
additional woik is objectionable If the school is to become an
inslitution for teaching hearts as well as heads, some time must
be allowed for guidance work. It is imperative to relieve the
teacher of some detailed routine if she is to assume additional
guidance woik
fl 28. Directing pupils toward participating in the actual work
of the school is a part of the guidance program.
Molly’s suggestion of teaching some of their advanced com-
mercial students how to work on teachei’s reports and records
is of two-way value. It would be of advantage to die teacher and
would give students an opportunity to develop skills and abilities
which they might not have until after their school experiences.
One school system has had a teacher-helper plan for seven years
to relieve die strain on teachers and has found that with a full-
time helper the teacher has more time and can handle fifty pupils
satisfactorily. [105]
178
An Approach to Guidance
PAGE 20
^29 The administrators of the future will concede a more
important rSle to teachers than they have had in the
past.
Theie are some school systems in which administrators must
force responsibility on the teaching staff because teachers have
been unaccustomed to assuming administrative obligations and
some do not wish to take part in the administrative woik of the
school. There are also some schools in which teachers insist on
being a part of die administration of the schools, and then, too,
there are some fine schools in which administrators and teachers
together work out common problems of school administiation
PAGE 23
f 80. Guidance techniques, such as classes and study groups
for teachers, should grow out of felt needs.
The principle of guidance work as a resultant of felt needs may
be compared with Busch’s first prmciple affecting gi-oup work—
that die individuals desmng recreational activity have a real
desire for it and feel a real need for activity [35] Cabot cautions
diat needs grow out of a recognition of one’s self and that a felt
need will not be recognized until the individual has had some
experience to point the way to die need. [37]
In die story there are two incidents— the child with epilepsy
and the teacher with phlebitis— which brought out the need for
information about physical health.
CHAPTER III
In this chapter we see Molly getting deeper into the guidance
of the Hampton teachers. The chapter pertains to counseling ap-
proaches and techniques and includes a number of methods and
179
[If 29-31] Story Interpretation
detailed explanations of principles of counseling. These piin-
ciples aie described m much detail because eveiy teacher is a
counseloi, whetlier recognized as one or not. Any time tliat a
teacher talks with a child alone about his school woik, his be-
havior, or any life situations he is facing, she is, in leality, coun-
seling tlie pupil. It has been mentioned tliat it might not be
advisable for every teacher to be consideied as a full-time coun-
selor for the schools, but many contacts with teachers are really
situations m which the teacher is guiding the pupil. The teim
“counselor,” as expressed in this volume, refers to any teacher
who is directing die thinking of a pupil regaiding his personal
expeiiences
The techniques of die counseling contact with pupils are for-
eign to many teacheis, and, aldiough mental hygiene classes in
teachers colleges have trebled m die last few years, less than
half of the students attending college have the benefit of couiscs
in mental hygiene [19] Few teacheis and student teacheis have
had experience oi education in die techniques of counseling, and,
aldiough this particular phase of guidance is considered thiough-
out die book, this one chapter is devoted paiticulaily to counsel-
ing.
Molly's experiences include, in this chapter, one contact with a
pupil, one contact with a gioup of pupils who aie distuibcd, and
three counseling experiences with teachers. The puiposes in de-
veloping these thiee contacts with teachers are not only to ex-
emplify counseling methods, but also to show some kinds of
confusing experiences which deter teachers fiom dioir gicatest
efficiency.
PAGE 27
^ 31. An adequate system of record-keeping facilitates a coun-
seling process.
An adequate plan of lecord-keeping in the public school is a
pait of the effective guidance piogiam, and dio data which
Biagdon and otheis feel essential for college students [28] might
180 An Approach to Guidance
also apply to the data considered essential for high-school stu-
dents.
These data include measures of geneial and difEeiential schol-
astic aptitudes, study habits, vocational inteiests, scholastic inter-
ests, educational and occupational goals, and social and family
background. Strang also feels tliat adequate cumulative recoids
are an invaluable aid to counseling. [207]
Although die counseloi must be inteiested piimaiily in guiding
die student to an expression of his feehngs about a problematic
situation, he will find the data he may obtain from a pupil’s recoid
over a peiiod of years a guide to die pupil’s difficulties and an
evidence of the tiends of his behavior patterns.
FACE 28
f 82. An oblique or indirect approach to counseling may prove
effective in some cases
In some cases in which a pupil’s problem is not too giave and
when othei factois lend tiiemsclves to an indiiect approach in
counseling, the teacher may find it advantageous to suggest tiiat
the pupil help hei perform some simple task as drey talk. It is
impossible to give any piedeteimined rules about the instances
in which this indirect method is valuable, but it is a metliod
which has been found helpful when die emotional distuibances
of the pupil are not exceedingly seveie and when die problem
situation is not veiy grave.
This oblique method would not be effective with some of die
people diat Molly counsels latei in the book. The student teacher
and the teacher are urged to compare this appioach to counseling
with other appioaches diroughout the book.
f83. The counselor should let the counselee know that his
point of view is the one that is desired.
Sometimes young people and adults have difficulty in clarifying
and expressmg dieir own feelings, but die wise counselor is one
[I" 32-36] Stoiy Inteipretation 181
who realizes that the pupil or teacher must bring his own feelmgs
mto veibal expiession.
Molly’s desiie to have Jeame understand and bung out her own
point of view is the primary purpose m asking Jeanie for the
cause of tlie trouble, although it might seem that Molly is urging
Jeanie to cuticizo Miss Norman Tlieie is therapeutic value in
this relationship if the counselee knows that the counselor is in-
terested in his feelmgs and his pomt of view.
PAGE 29
Jl 34. It is the i esponsihility of the individual being counseled
to solve Jus own piohlems.
Rogers believes that the counselee’s responsibility in solving
his pioblems should be made clear die fiist time a problematic
situation is discussed [186] If his suggestion is followed, tlie
counselee cannot condemn tire counselor for eirois m tlie solution
to his problems. He, alone, must assume tlie credit oi the blame
for what befalls him.
Molly helps Jeanie understand tliat the challenge of her difE-
cult situation with Miss Norman is one which she must meet.
Howevci, Molly does try to help her formulate some possible
solutions.
JfSS. It is the obligation of the coiinseloi to direct the coun-
selce’s thinking towaid const) uciive methods of meeting
a difficult situation.
If this basic piinciple in the counseling process is neglected,
the whole value of counseling becomes questionable The teacher
who talks with a pupil about some difficulty he is experiencing
should try to guide him toward tlimkmg through some possible
way in which he might meet the situation which he is facing.
In the stoiy Molly mteiprets Jeame’s dislike of Miss Norman
as well as her dislike of apologizing and guides Jeanie to a realiza-
tion tliat unless she leally wants to work out the problem with
Miss Norman, very little could be accomplished.
182
An Approach to Guidance
PAGE 30
If 36. The counselor should express approbation at times dining
the counseling process.
The desire for social approval is an urge common to most
people An individual wlio is expeiiencing a problem of any
degiee of gravity will expand toward the individual who is sin-
cere in noticing sometlimg commendable about him. This wannth
of peisonal feeling emanating from tire teacher or the peison who
counsels a child oi an adult will pave the way for an erapathic
relationship which in itself is leal therapy. Tiedeman has found
tliat the chaiacteiistic most fiequently disliked by pupils is
teacher ridicule and sarcasm [215] and certainly there is no place
for tliem in counseling. Noi is tlieie any place for ciiticism, in-
difference, 01 disdain On the contiary, theie is need for expies-
sion of approval at times from the counselor.
If 37. Another indirect approach to counseling may he made
through stimulating the individual to discuss a happy ex-
perience before discussing an unhappy one.
In a counseling situation such as we find between Molly and
Veia Noiman, the counselee may be urged to discuss an experi-
ence which has brought joy even though it has meant deprivation .
Miss Norman is uiged to talk about the two children she had
reared' and to share the pleasant memories of the past, leading
from this positive experience into die situations which are causing
anxiety.
Teachers may counsel pupils through this method by having
diem talk first about some pet, a picnic, or any joy the child has
experienced, directing the discussion toward a consideration of
the problem that is causing disturbance if the child is ready to
discuss it.
[|[ 36-40] Story Interpretation 183
PAGE 30
88. One of the main purposes of the counseling situation is
the expression of deep feelings and the relief which this
expression might bring.
In an app:oach to counseling such as is being desciibed in the
Vera Noiman situation, the discussion might lead naturally into
the peisonal expeiiences and fiustiations of the individual.
We find tliat Miss Noirnan talked first of the great love and
affection she had felt foi her sisters two childien and she made a
compaiison between what she had given tliem and what she had
experienced in hei own childhood. There was then an easy tran-
sition into tlie unhappy expeiiences which she was experiencing
in her professional life.
f 39, After feelings have been expressed, the counselor may
lead the counselee to a consideiation of plans for Lhe
fiitw e.
It is not sufficient meiely to stimulate a peison to expiess his
feelings. At times he may need constiuctive guidance in devel-
oping his own plans for the future. Elliott and Elliott discuss the
dangeis of lefusal to recognize the needs of the self and urge
diat eveiy individual plan how he may develop real secmity,
which, they feel, is the key to adjustment. [73]
In asking what Vera Norman’s plans are for the future, Molly
accepts tlie experience of the past and urges Miss Noiman to
considei the future,
)f 40. The “self” should be the central foci in plans for the
future.
A consideiation of the self does not mean selfishness. On the
contrary, it means a self-regaiding sentiment without which an
individual can have no appreciation of other “selves.” A genuine
self -regarding sentiment makes one more aware of the needs of
all human beings.
184 An Approach to Guidance
Molly’s question about “do some things for yomself” is made
m the spiiit of uiging Miss Norman to develop a genuine lealiza-
tion of tlie iichness of a full hfe.
PAGE 31
f 41. The counselor may help the counselee make some inter-
pretations of Im own feelings.
Psychologists and psychiatiists emphasize that individuals
sometimes need some help m interpieling tlieii own feelings,
and, although a layman would not attempt to make these mtei-
pietations for the counselee it is frequently possible for one
peison to help anothei understand himself bettei. Some excellent
woik has been done in mterpretmg die feelings of children.
In die conversation between Molly and Miss Noiman, Vera
has just expiessed little regaid for hei position It is the thesis
of Glow and Crow tliat theie is high corielation between teach-
ing success and peisonal satisfaction in one’s work, and, if this
is true, one might believe that Miss Norman’s lack of success in
her work was correlated with the lack of personal satisfaction,
which, in turn, might be caused by mseciirity with children.
A lealization of this possibility caused Molly to anticipate the
possibility of Miss Norman’s uncomfortableness around her
pupils.
PAGE 32
fl 42 It is sometimes helpful for the counselor to identify him-
self to some extent with the counselee.
There are times when rapport may be established between
counselor and counselee if the counselor makes some slight refer-
ence which would identify himself with die counselee’s ex-
periences, but it should be remembered drat the time of the
counseling is for the expression of the counselee’s pioblems, not
the counselor’s,
The counselor should never become so involved widi die coun-
selee or his difficulties to lose objectivity and the ability to esti-
185
[f 41-44] Story Interpretation
mate a situation clearly and impaitially. It is suiBcient for him
to let the counselee realize that he is talking with someone who
has a real undei standing of his diflSculties.
This pimciple is applicable particularly to teacher-pupil coun-
seling Theie is real theiapy at times in guiding a child to
realize tliat his teacheis and supeiiors had problems when tliey ,
weie children which weie similai to his and tliat he is not “dif-
feient.”
PAGE 32
f 43. Biblioiherapt/, or theiapy through reading books, may
guide the teacher’s adjustment.
The theiapeutic value of finding surcease and relief through
reading and finding ones answeis in books, provided that the
emotional disturbance is not too severe, is just now being real-
ized Tlieie aie many possibilities in vaiious counseling situations
in which bibliotherapy is of value, and the Palo Alto Clinic in
San Francisco combines counseling and leadmg books at tire
same time.
In the present volume bibliotheiapy is suggested as being of
value for individuals whose problems do not necessitate deep
theiapy, such as that of improving personal appearance. Rcseaich
and expeiiinentalion may find in the futuie tliat theiapy tlnough
leading books has some remedial value.
Knox feels that administi alive and supervisoiy ofiiceis of a
school system should be responsible for making available to
teacheis who aie in service an adequate supply of piofessional
books, magazines, and many othei woik materials necessaiy for
in-service giowth. [132]
PAGE 34
jj 44. A calm, poised, thought-provokmg challenge may quiet
an unruly group,
A secure teacher who is adequate to meeting problem situa-
tions may be recognized in times of stress by her uniufiled, calm
186 An Approach to Guidance
behavior and by her ability to meet vexatious situations with
poise.
In die story Molly surveyed Miss Anderson’s group quietly,
waiting for order to be restored, and, witliout condemning m a
negative oi irascible manner, challenged their tliinking in a firm
way. Her confidence m controlling lire situation was expiessed
tlirough self-iestraint, through depth in pitch of voice, and
through the command she had of heiself as well as of the situ-
ation.
PAGE 34
]/ 4S Ohjectim impartiality is an essential characteristic of the
successful teacher.
Firth has found that the characteristic tliat students like the
most in tlieii teachers is that of being fail and it may be that
die teacher who is disturbed within herself oi who has inade-
quate understanding of teaching qualifications may not leahze
unjust and partial practices which she adopts. [85] In individual
relationships, as weU as in group contacts, tlie tcachci and coun-
selor must be conscious at all tunes of the need to obtain diffeimg
points of view among pupils and between individuals who dis-
agree.
In the story it was pointed out that both die teacher and the
class should have an opportunity to express tliemselves and when
tlie pupils learned that Molly was really interested in what they
thought of the situation they were voluble in giving tlieu’ own
reactions.
PAGE 35
f 46. A direct o§er of help may prove effective in counseling.
In times of great frustration, antagonism, and feehngs of fail-
ure, the counselor may adopt an attitude of objective helpfulness.
In cases in which the counselee feels that he or she has reached
an impasse, a place beyond which he cannot progress, an offer
[^45-48] Stoiy Inteipietation 187
of help through tlie school or through any objective means may
open the way for working out the pioblem.
Molly did not offer hei personal help but asked if there weie
anydiing tire school could do to be of help. This offer made it
possible for Miss Anderson to express her reactions of antagonism
toward the school and tlie inteiview could then progress to a
clarification of her real desires.
PAGE 36
f 47. The counselee should state with honesty the real feelings
he has and the counselor should recognize them with
understanding.
Symonds found tliat out of foity-eight teachers who had trou-
ble in family relationships, sixteen had difficulties with tlieir
motfiers [211] and were wilhng to admit that they had them
The skilled counselor is never shocked at the expiession of real
feelings, but is willing to recognize tlrem and to understand
them. Strong feehngs of antagomsm and rebellion arc expressed
frequently by children who are uninhibited and if these feelings
are criticized, denied, or reproached, lappoit and sympathy
are destroyed.
The counselor does not necessarily have to recognize tliese
feelmgs as being real facts; he recognizes merely that tirey e xis t
in the emotional life of the counselee.
PAGE 37
^ 48. The counselor should help the counselee clarify his own
desires.
The individual who is distmbed and emotionally upset very
frequently is confused about those desires which he wishes most
mtensely. They cannot be recognized by the counselee, however,
until his feelings of antagonism have been recognized It is a part
of the counselmg process to stimulate an mdividual to know for
himself tlrose tilings he really desues.
188
An Approach to Guidance
PAGE 38
f 49. Emotional disturbance is indicated frequently through
the voice.
The counselor becomes awaie of, and sensitive to, many evi-
dences of emotional excitement and lack of integiation. Dis-
tiiibance is shown through tlie voice peihaps as quickly as any
other way. Unless an individual has Uained and conti oiled his
voice, his emotions will be expressed tlirough a high pitch and a
lapid way of speaking. There are usually otlier evidences of
distuibance which aie apparent to the experienced counselor
such as iigidity of the body, nervous hand gestures, coloiing in
the face, and inability to remain calm.
SO. The counselor, or teacher, should recognize problems
which are beyond his understanding.
The most highly trained counselois aie confronted at times
witli pioblems which are too difBcult for diem to understand or
cope With The wise individual m this field is willing to recognize
situations which are beyond his undci standing. It is difficult at
times to realize die depth and strength of another person’s emo-
tional disturbance, and the teacher or counselor who is sensitive
to his work learns to recognize his own limitations m this field as
well as his abilities.
PAGE 41
fl 51. A direct query about the causes of problems may he
effective in counseling.
There are some educational difficulties which the straightfor-
ward, aggressive individual is able to meet realistically and
confldendy. There are evidences of this abdity to face one’s diflfi-
culties in one’s manner and by die expressed wish to go to the
heart of the problematic situation.
Miss Douglas was lealistic in recognizing her limitations, but
could not penetrate the confusion that surrounded the causes of
189
[j[ 49-52] Story Interpretation
her failure in teaching. The counseling situation in this case
extended into a study of the experiences she had had as a student
teachei which included inadequate observation of teacher tech-
niques and teaching expeiiences which weie dissimilar from the
experiences she had when she went into service,
PAGE 41
52. The teacher is always an unframed picture before the
class.
It is difficult for tlie teacher who is concerned about subject-
matter, pupil behavior, and tlie skills which are required in class-
room teachmg to realize that her appearance and eveiytliing she
does aie an example to children and drat they react to everything
they see exemplified. Teacher insecurities, expressed in manner,
voice, facial expression, and gesture, tell die childien the degree
of adequacy and prepaiation of the teachei.
Ward states that “there are too many instances whoie brilliant
students with superior scholarship do not become effective teach-
ers” [222] The guidance of student teachei s of the future should
be towaid development of a well-rounded personality which in-
cludes security m personal appearance as well as emotional ma-
turity.
CHAPTER IV
This chapter is intended to portray the social life and the
social problems which are experienced by the average teacher
m a school setting common to many public schools in the United
States. In the first part of the chapter an effort has been made to
give an example of how cliques function as was exemplified in
the story of Hazel Thomas and Came Reynolds.
An attempt has also been made to show that personal feelings
and emotionality, such as Molly experienced in her own feelings
about Hampton teachei s m groups, will preclude a reflective and
objective problem-solving attitude. Molly’s normal desire for so-
190 An Approach to Guidance
cial lecognition, when frusbated, caused hei to take a method
of solving the dilemma that was neithei wise nor diplomatic.
The stoiy intends to point out tliat cliques and social shoit-
sightedncss are caused fiequently by a naiiow social way of life
among teachers and an indilfeience toward associates who are
not in the "magic inner circle.”
Molly iGCOvcis from her blunder snfQcicntly well to make a
constiuctive effort towaid grouping people accoiding to tlieir
interests and hopes. This effort she achieved tliioiigh her Sunday
afternoon teas at which time she invited a numbei of people,
including tire supeiintendent, who were interested in bowling,
and out of this grouping theie developed mutual fiiendships based
on an inteiest which was outside tlie school environment
The piinciples which have been bi ought out in tins chapter
stress die need for a democratic sociality between pupils, teach-
ers, administiatois, and the community.
PAGE 48
f 53. It is imperative that teacheis who are new in a system
develop a feeling of “gioitp belongingness” as quickly as
possible, both in and out of school.
A fiiendly emotional climate is stimulating to teaeheis whedier
tliey are experienced or not. Fiith has written an interesting ar-
ticle including opinions by older teachcis and by younger teach-
ers and one young teacher, in describing a reaction made to her
by an older teacher said, "She welcomed me, made me feel at
home at once. She came into my lOom after that first day with a
cheery, inteiested, 'Well, how did it go?' . . . How much her in-
terest and wise counsel, gleaned from her yeais of experience,
meant to me that first year, she will never know.” [84] This at-
tempt to obtain reactions of incoming teacheis, as well as the
established faculty members, should be carried furthei to guide
us toward an understandmg of the social problems of the new
teacher.
Tate made an interesting study of the induction of secondary
[f 53-55] Story Interpretation 191
school teacheis in a system where there was a 30 to 50 per cent
change of staflE each year. Teacheis and supeiintendents weie
asked to estimate the relative difficulty of the adjustment prob-
lems of the new teachers on a check list. It is inteiestmg to note
that 86 per cent of the older teacheis felt that the new teacheis
had difficulty in adjusting to other teachers and that superin-
tendents lepoited that 44 per cent of the new teacheis had this
difficulty. [214]
PAGE 48
fS4. The now teacher should he stimulated to malce a con-
structive contribution to the group.
Not only should tire adjustment problems of the new teacher be
recognized but the contnbution of the new teacher should be
sought. In most instances she has just completed educational
training and has some splendid ideas which aie worthy of con-
sideration. Andeison slates that "tliey must not be overlooked, not
only because they need our help but because we need tlreiis in
the difficult tasks that he ahead.” [6] Progressive teachers colleges
that search foi tlie latest and best metliodology, that imbue
their students with zeal and methods of cooperative enteipiise,
are stimulating their graduates to make a real contribution to
the school and to society at large.
f SS. The cliques which exist among teachers have a detrimen-
tal effect upon the teaching efficiency of the whole school.
In present-day psychology it is realized that the individual
functions as a whole and that every phase of living has an niter-
active eEect upon tlie total mdividual. The social life of the
teacher has a strong influence upon every other phase of her
hfe, includmg her piofessional work. It is imperative tliat teach-
ers have a feeling of “belonging” among dieir co-workers and
cliques and in-gioups have a strong influence m causing a feeling
of isolation on even those teacheis who have been in a school
system a long time. Unless tins feeling of “belonging” continues
192 An Appioacli to Guidance
thioughout tlie teaching cxpeiience, this woik will piobably be
lacking in tliat vitality, entliusiasm, and integiity which are
necessaiy to successful teaching.
Caiioll discusses the need for teacher lecognition and lists
flist lire fact that "each individual needs die assuiance, die ex-
peiicnce, of having adequate evidence diat most of his associates
aie glad when he is present and that his associates turn fre-
quently to him for advice, companionshqi, appiobation, sym-
pathy, and active help.” [40]
Coicy points out that tcacheis are people and that they are
probably treated as human beings in schools where they are
accepted as peers of their admimstratois, where diey help choose
their colleagues, where they work cooperatively with their ad-
ininistialois on school pioblcms and wheie they have a chance to
know one another as people, where personal and piofessional
pioblems aie recognized and where motivation is positive [53]
It is evident that these conditions cannot pievail in public
schools where a competitive attitude exists among teachers pro-
fessionally, socially, or personally.
PAGE 52
]f56. Some teachers fear the democratic piveess of group ac-
tivdtij because of personal insecwily.
The psychological significance of why some teacheis are un-
able to follow the demociatic piocess should be recognized.
Theie aie some individuals whose feelings of personal security
are so inadequate that they must bask in the sunshine of one or
two individuals who make diem seem important, and it is im-
possible for them to be a part of a laigei group. A disdainful or
coercive attempt to demociatizo then attitudes will prove futile.
There must be some understanding of why a teacher needs an
m-group to increase her feeling of importance, and if she can be
guided toward being a part of a larger group and of finding her
emotional needs satisfied in the larger groups, she may become
a real contributor to the democratic method. Pupils in high
[j[ 56-57] Story Interpretation 193
school have stated that they want affection and understanding,
that they like to feel successful and that they like variety and
they want some realization of the fact that they have woiiies
and joys. So do teachers The only approach which can be made
to developing a democratic spirit among teachers must be through
understanding the causes of undemocratic attitudes.
Kelley feels that people do want to leain and that they do
enjoy those experiences which provide opportunity for essen-
tial learnmgs and that teachers should be allowed to make con-
tributions on the level on which they are able to make them.
This individualization of teachei contribution seems a vital ne-
cessity if the personal insecurities of teachers are to be overcome
so that they will be a part of group activities. [128]
PAGE 53
f 57. Cliques among high-school pupils have a negative effect
on these boys and girls.
The negative and far-reaching effects of cliques among teach-
ers is also true of cliques among high-school pupils High-school
sororities and secret societies cause group distinction and personal
unhappiness m many situations. Cawthon feels that those groups
should be banned and feels that “the student’s entire outlook on
fair play, honesty, cooperation, sinceiity, and in general on high
ideals are wai-ped. To them social life is of extreme importance ”
She goes on to say tliat they should be banned not by undiplo-
matic methods or deprivation, but rather by helping each student
reahze for himself the undemocratic methods of such groups. She
feels that this can be done through high-school leaders and ad-
ministrators and often through die advice given by a college
student. “Democracy in the school likewise is hindered by these
individual groups, each thinking that they are the best, and there-
fore assuming a snobbish air toward the other.” [42]
Pierce, too, feels that “group activities in high school should
provide experiences and growth in the interdependent living
essential to a democratic order.” He would bring about such
194 An Appioach to Guidance
democracy through die coopeiative effort of students, parents,
and community working together widi the school, [171]
PAGE 55
]f5S. There should he recognition of the individual worth of
each teacher in a system.
Our democratic way of life is based on an appreciation of
individual personality and subsciibes to die belief that every
person has some contribution to make to our society. Our public
schools at the present time aie just beginning to appieciate die
value of cooperative effort between aU those influenced and
affected by a particular envuonment. The classroom teacher is
beginning to be appieciated and to come into her own.
It IS the criticism of some administrators that teacheis want no
voice or part in administration or in die total life of the school,
and it IS probable tiiat it will take some time for teachers to
assume as full a r61e in the total life of the school as diey can.
Clark discusses an interesting piocediue in teacher induction.
He describes a handbook which teacheis receive in July of the
year preceding their teaching in which diey are acquainted with
die school’s philosophy and program, with die social, educational,
and recreational facilities of the community, and in which they
are acquainted widi the school’s evaluation of successful teaching.
One of the most important points biouglit out in the handbook
is lecogiiition of the other persons worth [47] Shafer, too, feels
that “lespect for human personality should be placed above all
otiiei considerations.” [198]
If our public schools and our teachers colleges can instil into
the hearts of students and teacheis and administrators a real
understanding and appieciation of this basic democratic prin-
ciple, public education may meet the challenge confronting it.
f 59. Strong emotionality precludes a reflective problem-solving
attitude.
Lammel describes the characteristics of an individual who is
195
[f 58-60] Story Interpretation
growing toward his greatest health, who is “giadually achieving
a consistent and unified outlook on life.” [135] He is one who
understands his conflicts and shows a real interest in solving
his problems. But what of the individual who is deterred by
strong emotionality and is unable to obtain an objective evalua-
tion of himself and his difliculties? This individual is blocked m
solving his dilemmas and needs real understanding and guidance
to meet the issues of daily living. In an amusing, but profound,
study of fatigue in teachers, Rasey describes a kind of muscular
fatigue which is relieved after a certain amount of rest and an-
other kind of fatigue in which one is “good and mad about the
whole business” and which is not conrected with a certain amount
of lest. [178] In other woids, if there is emotionality and frus-
tration in an expeiience, fatigue is not corrected by rest alone.
This author goes on to describe why teachers become so emo-
tionally involved that thinking is not cleai. It is an excellent
article on the effect of teacher frustrations.
PAGE 55
f 60 The high-school teacher should set a standard of demo-
cratic relationships and exemplifij such democracy among
her associates
It IS recognized by most people in education that one of tlie
most effective ways of learning is through exemplification of that
which is ethical and best
Anderson feels “the way teachers get along with each other can
do much to set the tone of the school and to develop a fiiendliness
tliat will carry over to all phases of the school life.” [5]
In an excellent description of a voluntaiy seminar to appraise
success of their teaching Corey discusses a meeting of the faculty
members of the University High School at the University of
Chicago. The result of this appraisal of successful teaching is as
follows: (1) teachers should know one another as persons and
not only as professional workers, (2) the work of teachers must
be appreciated and valued by other persons in the school organ-
196 An Approach to Guidance
ization, (3) a high degiee of economic security must be assured;
(4) teacheis should contribute to a definition of what is involved
if their woik is to be deemed successful. [52]
The democratic relationships descnbed above wmuld add natu-
rally to the peisonal happiness and teaching success of those
who are in public-school education and could stimulate demo-
cratic living among pupils.
PAGE 56
f 61. A resentfully hostile and frontal attack on a group prob-
lem frequently causes open antagonism between rival
groups
_n the stoiy Molly was resentful and hostile about her own
social isolation and made a frontal attack on the cliques and in-
groups which existed in the Hampton High School. The lesult
was antagonism and rivalry. She realized that theie were other
ways of woiking out tlie social difficulties of Hampton’s teachers
which would have been much more effective
Goslin describes the plan to get all the teachers to working
together on a problem of the moment and to considering all of
the factors m the problem. He comes to the conclusion that the
faculty IS really “more tlian the sum total of the abilities, expe-
riences, and personalities of the individuals who make up that
faculty.” [102] The future holds much promise in the effective-
ness of calm group deliberation about a problem instead of the
hostile frontal attack and the time is not far distant when groups
will be, as Lammel says, “seeking new and more effective ways
of resolving conflicts.” [135]
PAGE 57
fl 62 a. Open discussion with broad-minded teachers may stimu-
late an interest in group spirit.
In every school system there are teachers who are broad-
minded and cooperative in attitude. Frequently they have tre-
mendous influence on other teachers and may be depended upon
197
[l[61-62c.] Stoiy Interpretation
to cxpiess tlieir opinions about injustices and poor policies cour-
ageously.
Classes and woikshops may present an oppoitunity to have
open discussion and to develop a gioup spnit Andeison says of
the woikshop, “workshop pioceduies provide opportunities foi
wholesome, democratic, and creative experiences which teach
people to live and leani togedier.” [6]
Eieice found that a town-hall type of meeting gave an excel-
lent chance foi people to have open discussion about a group
pioblematiG situation. [171]
PAGE 57
Jl62b Shanng professional interests may develop group spirit.
Wlien teachers plan and work togetliei on some professional
project or problem there is ample opportunity for the develop-
ment of group spirit. Germane and Germane discuss the increased
gioup cohesion which resulted from a group of teachers meeting
togetliei to discuss behavior problems of children who were
having difficulty m school. [95]
PAGE 59
f 62 c. A variety of outside social interests may help teachers
become demociattc among their associates.
Experiences which teachers share together outside the school
may develop a greater desire to stand togetliei in common beliefs
and thinking. Informal meetings and out-of -school social contacts
may develop gieatei empathy among teachers and may carry
over into their professional lives.
Coleman feels that social as well as professional contacts may
improve die lelalionships among teachers as well as between
supervisors and teachers. “Other shared experiences mitiated by
either teacher or supervisor are satisfying. A visit to another
teacher at work, attending a conceit, visiting an ait exhibit, even
shopping in die same department store, develops a sense of fel-
lowship that helps to furdier a human relationslup.” [49]
198
An Approach to Guidance
PAGE 60
]f 63. Social contacts between administrators and teachers may
develop group undei standings.
A new type of supenntendent is emerging in our schools to-
day, one who mingles with liis teachers, who enjoys social con-
tacts with tliem as well as with tlie community
Hawley discusses an excellent plan m which one group of
Boaid members and teachers meet socially tluee tmies a year at
very festive paities. [Ill] While tins plan seems soipewhat
formal, it does provide an opportunity for social contacts. It
would seem an excellent plan foi the supeiintendent and oilier
admmistiatois to become acquainted with tlieu teacheis per-
sonally and socially.
Coiey thinks that if teachers follow the beliefs and practices
of admmistiatois too closely they lose something as persons and
become moie like “things lathei tlian people” [53] If the lepie-
sentatives of the schools of tomonow, including administrators
and teacheis, aie to be drought of as human beings, the Ime-and-
staff cleavages must be dissolved and admmistiatois and teachers
work togethei and play together
CHAPTER V
Tills chapter attempts to illusliate how increased knowledges
and skills in understandmg children may grow out of felt needs.
In the story dieie is an example of a teacher who wishes to do
his part in guiding pupil behavior and another example of a
teacher who is in die field of education because of family pressure
rather than personal desires. Unquestionably there aie teacheis
who should not be guidmg children.
Teacher-pupil lelationships are stressed throughout dre chap-
ter, and an efioit is made to point out dre need for increased
knowledge and understanding of child behavior.
199
[1 63-64] Story Intel pretation
It should be mentioned again lliat every teacher is a counselor
and tliat eveiy time she talks witli a pupil about a problematic
situation she is wittingly or unwittingly influencing the futuie
responses of tlie pupil and tlie attitudes which he develops. In
the stoiy one conscientious teacher follows a proceduie of having
a class evaluate a pupil with results tliat aie negative and agi-
tating. Anodier teacher incites a pupil to severe anger because
of Ignorance in ways of working with boys and gals and disin-
clination to do her best.
PAGE 63
64. A democraUc way of planning is a slower process than
the authoritarian plan, but it is intended to include all
groups being affected by such plans.
Counts evaluates die different procedures to be found in die
authoritarian methodology and the demociatic way, pointing out
that, although the latter is a slower process, in the long run it is
more eiflcient because it includes die combined ideas of all die
people. [54]
The democratic way of committee planning and the inclusion
of all groups being affected by the planning is not a rapid process.
HullEsh describes our lack of appreciation of what we have
developed in diis country and feels diat patience is not one of
die achievements of oui culture. He believes that we have de-
veloped a view of efficiency that is sometimes indifferent to real
human values and that many of us believe that die demociatic
way IS a “time’s a-wastmg” pioceduie [125]
There are two ways of organizing a class according to Meek
and a distinct difference in the effect it has on pupils. One
method is to have the class teacher-planned and die odier
method is to help pupils help themselves. She concludes that
children who are taught by a democratic mediod are more co-
operative, more relaxed, and more friendly. [153]
200
An Approach to Guidance
PAGE 63
jf 65. It is tlie teacher’s responsihility to ivoi k out every prob-
lematic situation between heiself and her pupils.
Whenever tlrere is conflict between teacher and pupil, the
teacher should take tire initiative to impiove the relationships
with die pupil. If the pupil is at fault and not able to work out
an adjustment with the teacher, she should make some plan to
establish healdiy lelationships again. Every unmet problem in-
creases in seventy according to the length of its duration unless
some means aie taken to correct it.
Many times the teachei has problems which obscure her under-
standing of the boys and girls with whom she works. Pitkanen
discusses the loss of patience with pupils and feels that although
the teachei cannot be expected to be peifect, she must appreciate
her students foi what they are and see their strong points and
virtues He oEeis some challenging questions to help die teacher
understand herself, [172]
PAGE 64
)/66 The teacher’s unmet problematic situations obscure an
understanding of pupils’ difficulties.
An inability to understand other people is not a peculiarity of
the teaching profession. Any person who is overwhelmed by his
own problems has difficulty understanding and appreciating
others Symonds feels that the mental hygiene pioblems which
confront the average teacher go far beneadi the surface of his
personality, that they go "deep into the structure” of the indi-
vidual personality [213] He feels drat what helps the individual
IS a real belief that happiness is his due and that he can achieve
better adjustments widi effort.
If the teachei ’s personality may be thought of in terms of re-
spect for her environments of the past, there will be less criticism
of her inability to understand her pupils and greater eflort to
guide her toward an understanding of the needs of youth
Story Interpretation
201
[f 65-68]
page 64
f 67. Ignorance about ways of guiding pupils causes some con-
scientious teachers to make grave mistakes in teacher-
pupil lelationships.
Educational literature at the present time gives strong emphasis
to the need foi couises m mental hygiene and psychiatry and the
psychology of childhood foi both teachers in training and in serv-
ice, Wann believes that it is very rmpoitant to have these courses
included m tire training program for teachers and that tire selec-
tion of students should be based on personality, emotional sta-
bility, and social adjustment as well as on scholarship. [221]
In discussing teachers who are already in the field, Allen be-
lieves that they should have an extended amount of training in
mental hygiene He feels that it is imperative for the schools to
give as much lecognition to the social and emotional differences
of pupils as IS given to mental and physical differences [4]
Many conscientious teachcis develop practices in teaching and
in counseling which aie not the best possible ones because they
have not had adequate backgrounds of study in pupil needs and
how tlrey might help them, in the school, to meet those needs,
PAGE 65
j/ 68 Full information about a pupil is necessary before reme-
dial and therapeutic guidance plans can be made
The study of child psychology and mental hygiene, as well as
experience, have taught us that much information should be
obtained about a pupil before one can attempt to help him
redirect his behavior. Ojemann and Wilkinson think that if class-
room teachers had at hand all the information about the salient
aspects of child behavior and if they were trained to follow child
development, they could detect the beginnings of behavior piob-
lems and redirect the child long before his difficulties become
serious. [166]
The teacher should know all the data which are essential to an
202 An Approacli to Guidance
understanding of eacli child in her classes. Bragdon suggests
that this information may be obtained fiom otliei teachers, from
parents, physicians, or otlier members of the community. [28]
PAGE 65
f 69. Even though a pupil is in error, the approach to guiding
him should be founded on understanding and recognition
of the causes of his behavior.
It is not difficult to desire and to obtain infonnation about a
child who has not wounded personal feelings, but if the prestige
of the teacher is threatened before her pupils, it is difficult to be
objective. Biown suggests tliat there should be moie of human
relations in tire point of view of teaching and tliat when class
contiol is challenged a wise and efficient teacher will make
friends with the challenger. [32]
Brown suggests fuitlrer tliat a sympathetic approach to piob-
lems between teachers and pupils is the wiser approach and says
that the teacher should never adopt an antagonistic attitude. He
says that it is "charged with dangei.” He believes further that
human understanding should be applied to maladjusted cases
and that the warmtli of a tcachei’s personality may rcdiiect the
child’s behavior [32]
Miller bungs out the point that, regaidless of tlie situation,
pupils should know that tlieir teachers leaUy understand their
problems. [155] The danger signal for tlie teacher and the time
for her to strive diligently to understand the child’s pomt of
view is in those cases particularly in which the child is at fault
and the teacher’s effectiveness has been endangered.
PAGE 66
fl 70. A study into the reasons for child behavior will usually
reveal numerous causes for nonconformity.
There was a time when students of child behavioi tliought that
nonconformance was the result of a single causation, but we
203
[f 69-71] Story Interpretation
know now that there are numerous causes o£ misbehavior. The
concept of the whole child and the interrelatedness of his life
experiences emphasizes the principle that the child, his environ-
ments, and the interactions between the two aie exceedingly
complex. This complexity does not pieclude an undeistanding of
the pupil nor an attempt to redirect his attitudes or to improve
his environments. The concept makes clear the need to redirect
the whole child radier than to correct or change his environments
only.
Cutts and Moseley feel tliat an undeistanding of why a child
acts as he docs is necessary and that misbehavior should not be
thought of as just natural “cussedness.” They state that the causes
of children’s problematic behavior are “numerous and compli-
cated.” [61]
Breinan discusses the subject-matter couise and the subj'ect-
matter teacher and emphasizes the importance of having these
teachers realize that the pupils who do not adjust have difficul-
ties which come from a numbei of causes. [29]
PAGE 66
^ 71. Every pupil who needs success should he given an oppor-
tunity to succeed in the important work of the school.
Many children find sufficient success in their school experiences
and outside the school to meet life fairly adequately, but many
boys and giils need some direction to their efforts if tliey are to
experience achievement and build wholesome peisonalities.
Castro and Rathbun suggest that if conditioning die en-
vironmental factors through the school facilities will help the
adjustmental process of the pupd it may be done through (1)
coriectmg poor home environment by arranging interesting recre-
ational and club activities, (2) coiTecting monetary problems by
part-time employment, and (3) changing the school program to
meet student ability and interest. [41]
It might be suggested that paiticipation m student govern-
ment, helping in the office, or taking over any school duties
204 An Approach to Guidance
which would help tlie pupil feel that he is a part of the whole
school would help to develop a feeling of belonging.
PAGE 66
1/ 72. The teacher should recognize and desire slcills in guidance
techniques before attempUng it.
It will be noted that theie was a felt need for a study group
or class in guidance m the Hampton High School and tliat this
need was expiessed by a teachei befoio the gioup was oiganized.
On tlie other hand, all good teachcis do a certain amount of
guidance woik which glows out of the classioom experiences and
needs of the pupils. Eveiy good teacher, however, is constantly
critical of her own attempts to lednect pupil behavior.
Theie aie no prescriptions oi foimulae which can be given
for specific cases and, as Symonds has pointed out, child guidance
must begin with a “fiesh study of each individual child” who
seeks help. [212] Guidance skills include not only a study of
each individual child, but a different approach to each child. In
some instances the teachei would want to be vciy diicct in ap-
proaching a child’s problem, at other times she would make
an obhcjue, or indirect, approach as suggested previously, but if
she has a leal desire to master guidance skills, she will be more
sensitive towaid effective guidance. Fioehlich discusses with some
clarity the training given a gioup of teachers who wished to do
counseling in their high school and points out the need for ade-
quate training before guidance work is attempted, [92]
PAGE 67
^ 73. Teachers should set the example of shoioing respect for
individual personality if they expect to receive it in re-
turn,
Tlie teacher who makes discourteous, sarcastic remarks to her
pupils is not uncommon. She will usually show other evidence
of meffective teaching and may have personal feelings of in-
feriority and inadequacy. It is essential to understand why this
205
[1[ 72-75] Story Interpretation
teacher feels inferior in liei professional or peisonal life, and she
should be dnected toward wholesome self-respect if she is to
learn how to have respect for pupil personality.
Hopkins gives an excellent discussion about what teachers
might do to develop friendly relationships with pupils, letting
them realize that their opinions are appreciated and necessary.
She felt that tins mutual respect was enhanced by having the
pupils diop in occasionally and see her at her apartment in an
mfomial atmosphere in which they discussed numerous topics
of in-school and out-of-school interest. [119]
Instead of thinking m teims of what the school owes the child,
Scott states that we should think in terms of what the teacher
owes the student He believes that if teacheis expect the child
to respect the authority of the teacher “she must be respected
by the child.” [195]
PAGE 67
f74. In emergent cases the counseling procedure should be
straightforward and direct.
In some cases of counseling, such as when a child is seiiously
disturbed and in immediate need of help the counselor, or
teacher, should be straightforward and direct in discussing the
child’s pioblems. Rogers feels that counseling should not begin
unless the individual feels some emergency and a need to go
directly to the core of his pioblems, [186] and Green shows how
a classioom teacher can help a normal child witli a problem by
discussing it after school. She gives some excellent quotations
from one conference in which the appioach was calm, unpreju-
diced, and direct. [103]
PAGE 68
f 75. The pupil should be urged to express his point of view
That part of the story which mtends to exemplify this prin-
ciple is included to show how one pupil was urged to express
206 An Appioach to Guidance
Ins point of view, this urging becoming almost a request. No
effoit was made to coeice the pupil, but rather to help him
realize that his point of view was necessary to get a clear under-
standing of his difficulty with the teacher. In other words, die
counselor is interested in the person more than in the problem.
Many times boys and gills in the public schools do not even
realize that they are allowed a point of view
May has said that if counseling is focused too narrowly on
die pioblem the client may leact by not cairying out the solu-
tion or by making sure that the problem is repeated. [147]
When the counseling is concerned with the person rather
than widi the problem the counselor may help the pupil make
his dilemma and his point of view ailiculate and he may clarify
them in his own mind, making a growth which will help him in
the futuie as well as in meeting the difficulty which exists in
the piesent.
PAGE 68 ‘
^76. The counselor should recognize grave discrimination
against pupils hij recognizing iheir feelings
It IS sometimes difficult for any person in public-school work
to recognize discriminalious against pupils, but tho individual
who has been educated in the proper procedmes in counseling
and who has learned how to help people express their real feel-
ings learns what die child really thinks of the public-school
teacher.
Glicksberg says that “marks, unjust punitive measures, tactless
saicasm, ridicule, dictatorial attitudes” and many other complaints
are poured into the ear of the guidance counselor. [98]
There is an inci easing interest in knowing what children
dunk of their teachers and of the school in general. This tieiid
probably parallels the increasing interest m democratic educa-
tion and in appreciation of each individual.
[1176-78]
Stoiy Interpretation
207
PAGE 69
f 77. Successful teaching is based on a real love of the work
and an interest in meeting the needs of youth. ,
Calloway discusses tlie qualifications of an elfective teacher
in a thoiough and dynamic way without making the teachei too
idealistic oi perfect. He talks about streamlining one’s teaching
efficiency in a practical way and concludes that the “competent
teacher loves his work and finds zest m it,” that he loves his
pupils and finds joy in tliem accomplishments and is proud of
them [38]
In her discussion about teaching, Sala defines teaching as "find-
ing pleasure m playing, working, disciplining, and guiding . . .
the child” so that he may find himself and fulfil his aspira-
tions. [190]
The author feels that theie aie moie teacheis who are too
conscientious about their woik and too intense m tlieir profes-
sional woik than there are neglectful teachers, but a real love of
one’s work would mdicate relaxation rather tlian intense con-
scientiousness.
PAGE 70
f 78. It is the responsibility of teachers colleges and schools of
education to guide the student teache/s personal adjust-
ment and her understanding of human relationships.
Teachers colleges and schools of education are being criticized
and evaluated on the basis of their guidance programs at the
present time. Watson, Cottrell, and Lloyd-Jones have an unusually
excellent chapter on the guidance work which the teachers college
should include in its program [223], and Hickeison feels that the
first ability which the teachers college should develop in the in-
telligent democratic citizen is ability to recognize and define
“individual, social, and professional problems and needs.” [114]
It would seem that there aie two reasons why teacheis colleges
have not been as concerned with the guidance of prospective
208
An Appioach to Guidance
teacheis as they might have been, namely, (1) that there are so
many teaching skills, principles, and metliods which have been
isolated fiom the study of the total piocess of learning, and (2)
the student teacher might have difficulty in defining tlie per-
sonality pioblcms which might inteifcie with Iiei effectiveness as
a teachei when dependent solely on her own lesomces.
PAGE 71
Jl 79. Cei lain charactei istics are essential to success in antj kind
of vocation, and the individual should select an occupa-
tion which accoids with his personality.
It is unquestionably due that there are some teachers m this
profession who should change their vocations, those whose abili-
ties and capacities are such diat they would be happier and find
gi eater achievement in another kind of woik It would seem
that die cliaiacteiistics and abilities nocessaiy to effective teach-
ing are not as simply stated as Bachman would indicate (1)
'‘the aptitude for impaitmg knowledge”, (2) “some form of dis-
ciplinaiiamsm”; and (8) “a knowledge of subject being taught.”
[ 10 ]
There are personal qualifications necessary m effective teaching
as have been dcsciibed previously.
The problem of dismissal and of guiding teachers into odier
professions is not one which is answered easily. McNaiy men-
tions state laws, niles of fair play, principles of good school
administration, and the present state of the tcuchei market as
being complications which make dismissal difficult and points
out that many times teacheis are dismissed without having had
guidance and help in their teaching work. [1S2]
PAGE 72
fj80. Teacher success may be estimated by pupil growth and
improvement.
A real estimate of pupil growth and improvement would in-
clude not only educational giowlli 'and incieascd skills and
[|[ 79-82] Story Interpretation 209
knowledges, but would include also improved attitudes, inci eased
initiative, moie sociability, and abilities in establishing haimoni-
ous human relationships. In other words, teacher success may be
estimated by tlie giowth of die whole child and his total ad-
justment to life.
Pohler and Theman have written an mteresting article which
points out that favorable results in teaching would indicate not
only pupil improvement but growth and iinpiovement on the
part of the teacher. [173]
PAGE 73
y 81. The needs of youth can be met only through cooperative
planning and functioning of the school, the home, and
the community.
In our colonial society and until die advent of the public
schools, children were guided and educated in dieir homes or in
private or church schools. The public schools dien assumed the
responsibility for the educational giowth of the child, but with
the increasing complexity of our modem society neidier the
home nor the school alone, nor even together, can adequately
meet the needs of youth. The trend of thought today is toward
a united effort on the part of the home, die school, and the com-
munity, through die community-centered school, to blend and
cany out a united effort to meet these needs.
Kuby feels that education should be a coopeiative enterprise
between die schools and the homes and diat there should be
mter-visitation, diat all forces wiUiin the school and the home
should be joined to guide youth. [130]
Pierce would add die community and its agencies to the co-
operative effort of guiding youth, feeling diat it, too, has a large
part to play in the guidance of youth. [171]
f 82. There are a number of ways in which the school may
try to meet the needs of youth.
The school has a significant r61e to play in providing for the
210 An Approach to Guidance
growth of childien and it has at its disposal unique ways of
guiding young people. Different schools seem to develop particu-
lar oppoitumties for die growdi of then pupils.
PAGE 73
If 82 a. Students government provides opportunities for civic
growth and self-development.
Students should help construct die regulations which govern
them. Some schools aie concerned piimanly widi guiding pupils
in the governmental methods of the school and a knowledge of
school policies and legulations. Frederick thinks that the school
should “guarantee the stability of our forai of government, pre-
sei-ve and improve our democratic society and at die same time
cultivate a feeling of self-i chance, independence, and initiative
within the pupil.” [90] He feels diat coopeiative partnership in
the functioning of die school and die development of a feeling
of responsibility for die welfare of the group as a whole will
help pupils meet dieir needs.
PAGE 74
if 82 h. Clubs and activities may help meet the needs of youth.
Clubs and aelivities continue to be of value in affording op-
portunity for youth to develop initiative and self-confidence. Her-
lon believes tliat clubs stimulate growth of the whole child and
says diat m Newaik they feel that the community recreation
program is that program which most elficiently sei-ves the needs
of the city’s youtli as well as its adults. [113]
fl82c. Classes in human relationships, mental hygiene, and
personality growth may guide some pii-pils.
Theie have been many experiments and studies made in which
acemate data have been compiled and which show the value of
classes in human relationships and personality development. A
New Jersey study included thousands of children over die state
and siiowed a great need for classes and discussions in methods
[f82a.-82e.] Stoiy Interpretation 211
of getting along witli otheis, their teachers, then peers, and
their parents. [165]
The value of classes of this land depends on a number of fac-
tois. The peisonahty of tlie teacher who directs die class would
have vital effect on its effectiveness and the emotional climate
that would be established in the gioup would influence pupils to
a gieat extent. If die attitudes developed at the beginning of
these classes tend to emphasize group unity, cooperation, and a
desire to leain and grow togetiier, they would influence pupils
for many yeais after dieir high-school experiences have ended
PAGE 75
f 82 d Remedial classes may he necessary for retarded pupils.
Thcie seem to be two diveigent points of view concerning die
lemedial class m the high school, one group feeling diat the slow
leainei and die retaided pupil should be in special classes and
another group feeling that die home-ioom teacher should assume
the work of remedial guidance. It would seem that dieie aie both
favorable and unfavorable aspects of eidiei plan, the success of
the work depending on the ti'aming of the teaclieis, dieii per-
sonalities, the amount of time devoted to remedial woik in eitiier
die regular classroom or the remedial class, and the attitude of
the school toward the individual who is m need of special in-
stmction.
In some school systems it seems advisable to have special
classes and other schools have discontmued it and have expected
die home-room teacher to guide increasingly the special mstiuc-
tion for slow and retarded children,
f S2 G. A guidance clinic or study group may help some teach-
eis gam a better understanding of pupils.
The educational writings of the last few years^have shown an
mci easing number of articles on guidance clinics and study
groups that are developed widun die high school and, m many
212 An Approach to Guidance
instances, without recomse to a trained stafE, depending on one
expert at times, and, in other cases, becoming the eftoil of the
administrators and staff. Some iccent books on peisonnel work
in the high school describe how clinics might be developed with-
out tlie expendituie of much money and without dependence on
a number of expeits. It is leasonable and understandable, how-
ever, that an expeit in counseling, mental hygiene, and child psy-
chology would be invaluable if such a person were available for
a school clinic
Study gioups may be developed through faculty interest, and,
provided tliat a good bibliography and library aie available, a
group of teachers and administratois may accomplish much fine
work through meeting together and discussmg tlie causes of mal-
adjustment among their pupils and ways and means of alleviating
these causes.
PAGE 77
)/ 82 f. Cumulative records and anecdotal situations may help
ascertain the needs of youth.
If good cumulative lecoids are kept about each pupil over a
period of years, the tcachci may study these past histories, note
the present behavior of the child, and obtain some estimate of
the ti-ends in the child’s future. The opportunity to observe these
trends is invaluable in lediiecting the pupil toward wholesome
growtli, but estimates and conclusions should not be reached
without calm, unprejudiced deliberation.
Magee outlines a plan of lecord-development which is an ac-
cumulation of information done in a systematic way and the
presentation of all information to the teachers who instruct the
child. This article has some splendid, practical methods of build-
mg a cumulative record system. [145]
One reads increasingly about tlie value of anecdotal records
and the contribution they make to the cumulative-record system.
Randall desciibes how to develop an anecdotal-iecoid system
and states that the teacher can write six anecdotal records in
213
[^82f.] Story Interpretation
fifteen minutes. He gives examples of how this kmd of record
has been compiled and evaluates it m a practical way for the
teacher. [177]
CHAPTER VI
In some schools throughout the country a diligent effort has
been made to close the hiatus which divides tlie school and the
home and to establish a close, empathic relationship The isolated
school which is “sufficient unto itself’ mcieasingly will be of the
past, and the future gives much promise of cooperative, united
effort between parents and teachers.
Tire school must take the initiative for developing rapport with
the home. Teachers, representmg a professional, educated group
who are recognized leaders, must be the determinants of this
relationship in most instances. The home has moie and moie
turned to the school for help in the guidance of young people
because the complex problems which society has forced on the
home have been so perplexing that parents have not been pre-
pared to meet them.
The difficulty at the present time is that the school, too, has had
many complexities and responsibilities and it, too, has not been
prepaied to meet them. Problems arising out of the piofession
have been so great within the last few years that additional
burdens seemed overwhelming; many administrators are still so
confused by the dilemmas of obtaining personnel, of securing
status for the piofession, of obtaining increases in the budget and
of other pioblems that it is difficult for them to recognize situ-
ations which have not been inherent in tlie profession in die past.
It has been estimated that the peoples of the woild have about
ten years to learn how to cooperate. In a crisis of such tremendous
proportions the school can do no less than to seek diligently to
find avenues of increasing cooperative effort.
The sixth chapter in the story is intended to suggest some ap-
proaches to the problem of school-home cooperation The under-
214 An Approach to Guidance
standings upon which mutual respect must be built are suggested
in the Dunbar incident Molly tries to be tactful and diplomatic in
her contacts with a home dial icpiesents a high cultural level
in the community.
Paient-teacher interviews are piogressing satisfactorily in many
communities. In tins chaptei it is suggested that tins kind of
teacher responsibility should not be undci taken too quickly oi
with too little preparation because tire skills and techniques of
interviewing and counseling are intiicate. Thcie is much reading
material available, however, and in many school communities it
is possible to have the assistance of a neighboimg umvcisity.
PAGE 83
1/ 83. Some counseling woik should he approached slowlif and
the counseloe made to feel at ease before discussing a
dilemma.
Many childien, especially those fiom a high cultuial back-
giound, become very self-conscious and inhibited when con-
fronted by their own nonconforming acts. The wise counselor
leams to recognize exterioi symptoms of these feelings, such as
loweicd eye-hds and neivous habits. A sensitive teacher or coun-
selor who has developed skill in guiding childicn will begin an
inteiwiew in such a way that the child will become at ease, the
counselor not forgetting the purjiose of the interview.
D’Evelyn gives a verbatim report of a conference that had to
begin slowly and cautiously and the counselce needed some as-
surance fiom the counselor [6S]
. Molly’s approach to counseling Kathy should be compaied with
her approach in otiier instances, and the differences and like-
nesses in tire method should be noted.
PAGE 84
^ 84. Fears and inhibitions cause some children to he afraid
of atpressing their real feelings.
The paralyzing effects of fears and inhibitions are recognized
215
[f 83-85] Story Interpretation
by most teachers, but it is not until the individual begins to talk
about himself and his emotional frustrations that tlieir full effects
may be discerned. The oveily sensitive teaeher may find it difff-
cult to go through this uncomfortable experience of verbalizing
stiong feelings with the child, and the teacher who is not suffi-
ciently sensitive to others may not recognize tlie depth of the
child’s feelings. On the other hand, many children pour out tlieir
unhappiness and hurts to the teacher who has proved herself a
friend, and there are many teachers who live in the hearts of
children because of kind attentiveness to woes and troubles.
The child who is too afiaid to talk about his problems is a real
cause for concern, and the teacher and counselor must be adept
at getting tliis child to talk about himself without seeming to
probe, to be inquisitive, oi to condemn. Strang discusses leahs-
tically how one teacher helped an inhibited pupil whose problems
were so great that she could not face them alone. [207]
PAGE 87
85. Farent-ieacher relationships should he huilt on a basis of
mutual respect.
If the attitude of tlie teacher is demoeratic and is basically
that of appreciation of individual worth, the parent will be quick
to recognize tins relationship of mutual respect and the two
adults may plan together tlie ways in which both might con-
tribute to the child’s welfare. Teachers and administrators are
not in a position to "tell” parents what to do, nor are parents in
a position to defy the authority of the school. Both groups need
the help of each other if tlie needs of youth are to be met.
Goldiich discusses many ways in which mutual respect may be
developed between teachers and parents, this relationship ex-
tending out into the community. [100] It is ceitainly true tliat
friendships between tlie home and the school are enhanced m
community situations in which teachers and parents meet each
other as individuals.
The time is not far distant when teachers colleges will mclude
216 An Approach to Guidance
education in methods of paient counseling and home contacts,
when teacheis will note bends and indications of pioblems m
child behavior, and llie prevention of emotional disoideis will be
of paramount concern to bolli home and school Hiining feels
that tlie “leal hope of the futuie must he in dealing with persons
before they bieak.” [117]
PAGE 88
Jf 86. Parental contributions to the school should be urged.
Among some of the piogressive thinkeis whose wiitings appear
in educational liteiatuie theie is no question about parents mak-
ing a contribution to tlie school The question seems to become,
How much contribution should die paient make to the school?
One may find all degiees of parental paiticipation in tlie func-
tioning of the school and it seems icasonable to assume that the
futuie will emphasize not whether oi not tlie parent should con-
tiibute, but the degree of contribution that will be mutually
satisfactory and feasible.
Elmer feels that die value of a modiei’s club cannot be over-
estimated and that the teacher is benefited by knowing that the
molheis of her pupils are behind her, She makes an excellent
point when she says that most people feci the need of a feeling
of a "close community relationship to help them face die problems
of everyday living.” [74]
Folsom takes it for gi anted that parents have a contribution to
make to the school, and he discusses the degiee of conbibution to
be made. [89]
f 87. The approach to parent counseling should he through an
expression of the positive qualities exemplified in the
home.
Very frequently parents who seek aid in understanding adoles-
cents may wish, seemingly, to piobe light to the hcait of the
mistakes they have made. Tlie tcachcr-counselor should not be
confused by diis desire but should rather point out the virtues
[f 86-88] Story Interpretation 217
and worth-while features of parental effort as well as the mistakes
and errors which have been made.
Theie are parents, too, who find it difficult to recognize their
oversights and fallacies, who may really want to coiiect faulty
attitudes and situations m the home, but who are afraid to ap-
proach diem or even to recognize them. In this instance, par-
ticularly, it is wise to point out the substantial and genuine
accomplishments of the home.
There is danger in bringing out too many negative points at
one bme m paient interviewing It is possible to point out so
many eiTors and mistakes an individual is making that he will
feel weighted and oppressed by his faulty methods in child-
reaiing. Wood suggests that the counselor will want to bring out
“all die helpful facts but no more.” [225]
Schroedermeier felt that emphasizing the child’s good points in
parent-teacher interviewing had a direct effect on the teachers
and caused them to feel that these experiences were very en-
joyable. [194] ,
Jl 88. The school representative should express a desire to assist
the home in any ways possible.
In the story Molly explained that the school was anxious to
work out, or help to work out, Kathy’s problems and she offered
her assistance in any way possible She presumed that the home,
too, was anxious to solve the pioblem in a constructive way. This
idea of the two agencies working together for the good of the
child has much dieiapeutic value, and if the youth of our country
knew that the schools and the homes throughout the United
States weie joining in an effort to work with them to solve dieir
difficulties, the effect would be dynamic.
An expiession of a desne to woik together is not to be com-
pared with the autocratic method of the school informing parents
what diey should do for the good of their children. This two-way
plan of teacheis contiibuting to the home and the home con-
tributing to the school is discussed in a realistic way by Me-
218 An Appioach to Guidance
Ginnis, who feels that both the school and tlie home have an
obligation to each other. [149]
Questionnaires wore sent to 104 different teachers colleges to
determine tlieii opinions about die obligation of tcacheis colleges
m the field of paient education. It was found that most of tliem
felt that the teachers college should not only give students, as
individuals, an opportunity to prcpaio themselves foi parenthood,
but the college should prepare teachers to undei stand the piob-
leras of family life and Icain how to coopciate widi the agencies
which seek to improve family life. [26]
PAGE 89
^ 89. Feelings that aie inhibited, especially those of resentment
will tisiialh/ he expressed thwugli some form of ovett
behavior such as slealing.
A shoit time ago slealing, truancy, and other nonconfoiming
behavior weie considered m isolation, and theic aie still many
parents and leacheis who want to know, How can you stop steal-
ing? These overt fonns of bchavioi are indicative of feelings of
resentment and antagonism and a wish to lelain the sclf-iegarding
sentiment.
Parental and teacher methods of rcpicssing child feehng aie
numerous. Children arc scolded, blamed, ciiticized, and punished
for having normal feelings. In the stoiy Kathy had strong guilt
feelings because she didn’t always love her biothci. There weie
times when she resented him very honestly because he presented
an infringement on her rights in her own home.
Wc need a common lecognition that people have feelings which
result from life experiences and that these feelings cannot be
denied, repressed, oi escaped A recognition of and an undeistand-
ing of these feelings should be consideied basic to good teaching
A senior business English class studied juvenile delinquency m
a very thorough way and summarized dreir study with the slate-
j ment that lack of understanding and cooperation were the great-
est causes of delinquency. [197]
Story Inteipietation
219
[ 189 - 91 ]
PAGE 91
y 90. Well-deserved parental praise should he given hy
teachers.
Many paients feel suboidinate to teachers because of less edu-
cation and, in some instances, less piestige in the community.
Frequently tliere aie feelings of hostility and a what-did-Johnny-
do-now attitude. The school may establish a •wholesome lelation-
ship if teachers not only recognize paiental woith on a basis of
equality but also stiess the constiuctive accomplishments of the
parent. DriscoU feels that undesirable behavior should be rele-
gated “to a subordinate position” and that tliere should be em-
phasis on helpmg people grow through using their strongest
abilities [68]
In an interesting study of the contributions to home-school
cooperation made in experimental schools, representative schools,
and conventional public schools, Bowman found that there
seemed to be more activity in biinging influence to beai on die
central educational authorities in the first two gioups and con-
cludes that there should be more understanding of the woitli
of each enviionment. [26]
PAGE 93
f 91 The school should take the initiative in estahlishing reg-
ular parent-teacher contacts about pupils’ progress.
Tlie idea of having regulai interviews between parents and
teachers is a long-range point of view in which prevention is as
important, if not more so, than cure. The schools and the homes,
like other agencies in our society, have usually waited for an
infringement against codes and has employed punitive measures
instead of developing preventive measures. Baxter felt that
mondily interviews with paients during the entire school year
was exceedingly beneficial m correcting some poor habits and
attitudes of a group of children who had special guidance and
classroom activities. [12] After two years of parent-teacher co-
220 An Appioach to Guidance
opeiation in worlnng togetlier to study and correct the problems
both were having widi children, it was found that not only had
die pupils unproved, but teachers and parents had better atti-
tudes and had made some impiovements, too. [226]
PAGE 95
f 92. The school should initiate plans toherchy parents, teach-
ers, and pupils could discuss together those changes
which will affect them.
Our demociacy is built on tire structure of the right of the
individual to help formulate policies and regulations which will
affect him. There is a tiend in many school systems at the present
time to plan increasingly for parents to express themselves as to
school policies, but in many public schools tlieie is little co-
operative planning. In such instances Kilpatrick says that “thought
and act are sepaiated much as m slavery . . .” He goes on to say
that many people aie not concerned with the public welfare be-
cause dioy have been taught not to think and tliey have never
learned how to act through thinking. [129]
Tlieie are times when it is helpful for teachers and parents to
talk together and otlier instances when the pupil would like to
talk alone with the teacher, but there are also many occasions
when parents, teachers, and cliildien should meet for group dis-
cussion as well as many instances when a teacher, a paient, and a
pupil should meet to work out their problems. Kostenbader feels
that the tliree people woiking together can effect more lasting
results than two people could effect. [134]
FACE 97
93. Parents should be advised about the constructive growth
their children are making and how they might make
further growth.
Grades and reports from die school to die home have, in the
past, had a negative connotation in many instances, and there
[f 92-94] Story Interpretation 221
is some need to establish a developmental concept in these con-
tacts If reports going to the home weie about the constmctive
giowth of the child and if parents were informed frequently about
the child’s piogiess, the reactions which many parents make to
the school would be changed.
While working with a number of children who were having
individual counseling with a child-selected teacher, Baxter found
that children made accelerated but not spurious improvement if
tlieir parents heard of their constructive growth. [13]
PAGE 97
94. Some consideration should he given the teacher as to the
amount of time for additional work.
There is not any doubt that teachers are burdened heavily with
work which must be completed during tire school year and it
seems only fan and just that tune be granted for both haining
and for additional responsibilities which are requested.
Many teachers aie interested in different aspects of guidance
and counseling but many do not have the prepaiation for doing
guidance work, and if they want to counsel pupils both must
remain after school. In such a plan the counseling becomes a
punishment for the pupd as well as for the teacher and tlie values
are doubtful.
Klopp points out that measurements and activities for guidance
have been greatly improved during die last decade and that
techniques used by guidance agencies have had some measure of
success, but that most guidance work breaks down because
teachers have neither the tune nor the opportunity to become
acquainted with the data from the instruments or to adapt the
activities to some time dming the day. [131] He goes on to say
that so much attention is given to maintaining the kind of sched-
ule which will be helpful for the administration that little concern
is given to the needs of young boys and girls who are challenged
by new horizons.
222
An Appioach to Guidance
PAGE 98
93. Pupils should have an opportunity to express their feelings
about what they have accomplished in their work.
In some school systems a lecoid is kept of the pupils’ work and
they aie fully informed about tliat recoid. At the end of the year
they aie asked to make an evaluation and to suggest to tire teacher
the final giade tliey dunk they should have in the subject. In
otiier schools pupils and teacheis togethei talk over at different
times duimg die school year die piogiess that each pupd is mak-
ing and the giades he has been earning.
At die otiiei extieme one would find schools in which teachers
keep dieii class-books hidden and pupils never have a chance to
see the grades that aie in them Between these two extremes dieie
would probably be many degrees of teachei-pupil conferences
and cooperation about grading.
DeVore has suggested a way of marking papers which would
be of inteiestto die teacher and student-teacher who is concerned
about a democratic method of giading. Ho feels that pupils lose
confidence in die teacher who is secietive about hei records and
says that adults would refuse to work on a “liidden salary sched-
ule.” [66]
Bolen thinks drat it is only the interested jiupil who is con-
cerned about his grades and that, in the exchange of remarks
about his work, the teacher has an opportunity to do some real
character building. [24]
fj 96. The school should lake the initiative to prepare parents
and teachers for the wise leadership of youth.
Modiers’ study clubs, parent climes, classes for parents taught
by teacheis, and odier suggestions are appearing in educational
writing to support the belief that the school should not only work
with parents on a cooperative basis but drat it should also arrange
classes and study groups thiough the school for parents who feel
diemselves confounded by die problems of modern youth. In
223
[^95-96] Stoiy Interpretation
some parts of tLe country parent clinics are being developed
through tlie school, and numerous teachers hold group meetings
with parents after school to discuss the problems of pupils at a
particular grade or subject level. Ryan discusses how homes may
be leached tliiough books and readings when parents and teach-
ers have achieved sufHciently sbong personal relations for the
teacher to suggest certain books. [189] Bigelow gives some inter-
esting information about how parents became more informed and
contributed to a program of classes held in Denver [20]
The wise leadership of youth is much more inclusive than meet-
ing problems which arise withm the school. Youth must be pre-
pared to go out mto the complex, political-social world of to-
morrow with sufficient economic knowledge to find places for
diemselves. The atomic age into which we are moving neces-
sitates the greatest educational achievements of which parents,
teachers, and cliddien are capable.
CHAPTER VII
Tire new concept of the school is tliat of being community-
ccnteied rather than child-centered. It would seem tliat there are
a number of considerations which must be carefully thought out
in developing the community-centered school.
The status of the teacher in the community has not been en-
viable, and yet suddenly she is expected to bepome a leader, to
organize clubs, serve on forums and panels, and to guide the
thinking of the community# The case of Sally Miller is one which
is t 3 qpical of many communities, and, in fact, in many small toivns
and cities tlieie is even greater criticism of the behavior of teach-
ers. Sometimes most stringent rules and regulations are enforced
In othei communities, the status of the teacher has been at die
other extreme. She has been ideahzed, has been accorded dignity
and prestige, and has been paid the deepest respect by parents
and laymen. She isn’t supposed to have problems!
224 An Approach to Guidance
In the community-centered school democratic procedure would
require that tliere be cooperative discussion and planning, and
the opinions of parents and of laymen would be respected equally
with that of the teacher.
The adjustments which must be made will, of course, differ in
every community with the increasing emphasis on cooperative
relationship between the school and the community. The deeper
significance of demociatic action which has resulted fiom World
War n makes it necessary for laymen and educators to work out
common pioblems.
PAGE 104
f/ 97. The school should make every effort to ascertain the needs
of the home when studying the behavior of a pupil.
Theie are many instances in which a basic need intcifcics with
a child’s conformance to school regulations. Wliile it is line that
tliese rules must be upheld and enforced, it is hue ficquenlly
that those who infringe on these rules have reasons for such non-
conformity. The case of Bob Hutchins is intended to indicate the
fact that many fine students may be forced to bieak .school laws
because of economic pressure and needs within tire home. It is
the obligation of the school to learn these causes. There are, of
course, many other reasons for nonconformity which have some
justification. Everett feels that it is impel ative to consider the
background and needs of the home in many instances where
children seem to disregard the school’s regulations. [77]
Bolen feels that parents frequently have lemarks and sugges-
tions which would be relevant to effective school functioning and
that die teacher and administrator “might leain something” by
listening to the explanations of parents. [23]
)/ 98. The school should initiate a study of the community and
its contribution to the home and to the school.
There has been insufficient interaction between the school and
the community to the detriment of each institution. It is believed
225
[f 97-100] Story Interpretation
that with a greater awareness of the needs of youth both com-
munity agencies and the school are reahzmg increasingly diat
united effort is necessary to curb juvenile dehnquency and to
caie for the needs of boys and girls Prall has indicated that the
value of the community agency to the classroom teacher and die
contribution of social agencies present in most communities will
be incieasmgly recognized. [174]
Gooch and Keller give excellent information about conducting
a survey of community agencies to ascertain their facilities. [101]
In an excellent volume clarifying the challenge of education,
the Stanford University education faculty have indicated the
value of the community and its auxiliary agencies to die coun-
selor, die teacher, and to the administrator. [205]
PAGE 105
f 99 Boys and girls of tl-ie school may he stimulated to study
the community if the school takes the imtiahce and pro-
vides leadership for this study.
Tlie abundant energy of youth may be utilized to good effect
and provision made for interesting study if die youdi of the
school are led into making a community survey. There are many
interesting articles available in educational publications which
describe what they are doing to become better acquainted with
the democratic contributions of agencies in die neighborhood.
Adkins has shown how a student council assumed some re-
sponsibilities and took an active part in the community through the
leadership of the school, [1] and Hanna, m his interesting book,
Youth Serves the Community, has made an outstanding contribu-
tion in giving factual data about what youth have and are accom-
plishing m this country and abroad. [106]
fJlOO Boys and girls may develop some appreciation of how
the community serves them and could serve them if they
are led into a study of it.
Vandalism and destruction, frequent in communities where
226 An Approach to Guidance
children are bitter, hostile, and confused, will decrease when
childien become an integrated pait of the community and when
diey feel that it is theirs. Tlieir resentments against society, then
homes, and their tcacheis wiH deciease when the adults take an
enlightened view of youdi and include young people as a part
of tlie democialic community. Appxcciation and constructive ac-
tion and a deciease in lire human wastage of youth will lesiill
from paiticipation in the activities of the community that is alert
to their pioblcms.
In a biief seven-day study initiated by the teacher and con-
ducted by the pupils. Smith found tliat not only did pupils de-
velop gicatei understanding of die community that seivcd them,
but the school, the paients, and the townspeople weie moie thfin
giatified with the results of the study [202]
Blown thinks that a closer relationship between the school and
the agencies of tlie community will have a direct influence on
inci easing the appieciations that pupils wiU have of both agencies
and school, [31]
PAGE 108
l/IOI. SLanclards jor the teacher are, to some extent, set hij
the comitmnittj she set ms.
Customs and tiadilions which have been established foi long
periods of time cannot be bioken quickly, and most toachcis are
willing to lecognize and to appieciate the tiaditional thinking
which seems to be a pait of some communities. It may be that
tcacheis have been too willing to be dominated by community
liadition and have lelired into tlicir piofession.
With incieasmg school-community inteiaction, communities
and tiaditions must lilmwis© bo challenged. Pcihaps the gicatest
challenge should be that of a better status and a broader stand-
aid foi tlio teacher. It is reasonable to e.\pcct the community to
make some changes if the teacher is expected to giow in hei
undei standing of the community.
Meek says that “die tiadition in some communilies limits the
227
[f 101-102] Story Interpretation
behavior and activities of teachers so narrowly that it is often
difficult to teach more than a few yeais and still be human ” [153]
Patience, skill, and timing aie requiied to effect some social
community education, accoiding to Cook, and he suggests a
tactful and diplomatic approach on the part of the teacher. Pie
would suggest that she develop a pleasing personality, wisdom,
and leadeiship qualities to meet the problem of community cen-
soiship. [50]
PAGE 108
f 102 It is the chligation of the community to establish a
mental-hygiene concept of teaching which is conducive
to teacher growth.
The time is not too fai distant when laymen will lead and hear
about their obligations to the school and the i61e which tliey can
play to make teacher growth a reality It is their responsibility
to make it possible for teachers to live noimal, happy lives, to
be recognized as human beings having the same urges and desires
that other members of die community have, and to have die
security of marriage and homes of tiieir own Until the com-
munity establishes a mental-hygiene concept of teaching, the i61e
of the teacher is not promising.
In an amusing little aiticle called “Life in a Fish Bowl,” one
teacher, who is not willing to identify herself, says drat she has
only ordinaiy desiies and feelings When she thinks of dancing,
laughing, and even being undignified, a ghost from the com-
munity is apt to say, “Tut, tut, my dear, you won’t set an example
for your pupils that way.” [140]
Selkowe feels that dre attitude of the community toward the
teacher is one of the major problems in the teaching profession
and shows real under standmg when he says that the mental health
of the teacher is no different than the mental-health requirements
for anyone else. [196]
228
An Approach to Guidance
PAGE 109
Jl 103. The teacher should remain in the profession of teaching
in a particular community only as long as her attitudes
and feelings make growth possible.
Conflicts with a community which have made an indelible im-
pression on the teacher are just cause for tlie teacher to desire a
change in position. It has been mentioned that tlieie may be wise
and constructive means of meeting community criticism, but it is
also tiue tliat tliere are some instances when the conflicts between
the teacher’s personality and the traditions of the community are
so gieat that a change is necessary.
Molly has pointed out that it would be unwise for Sally to
remain in the community if she felt antagonistic and rebellious,
and It is believed advisable for teachers to change positions if
faced widi a dilemma of insurmountable community opposition.
Waller believes tliat tcacheis have become so “aim inhibited”
because of the pressuie of moies and the lack of tenuie pio-
tection tliat their drinking is “unclear, illogical and incomplete,”
[218] It IS doubtful if any piofession or any position is adequate
cause for the sacrifice of inner peace and security,
PAGE 111
fl 104. A study of the community may begin with a study of
that community as it is represented in the classroom.
The approach that Mis. Goodman made in the story to the
study of tire community of Hampton was a natuial outgrowth
of the racial and national gioups represented in hei classioom.
Her procedure would be coincident with the tiieory that pupil
activities should grow out of their own interests, needs, or de-
sires. In die instance of die story it is true that she recognized the
emotional disparity that existed in her classioom and diat she
recognized pupil needs before diey were aware of tliem, but her
approach to the study of the minority groups widiin die com-
munity grew out of die representation in die classroom.
229
[][ 103-106] Story Interpretation
Tins point of view is represented throughout Olsen’s book,
School and Community, He says that it is now widely recognized
that “pioblems of human hving in local, legional, national and
even international communities” should be die coie of tlie cur-
iiculum in the modern demociatic school. [167]
Smith feels that die school gioup is a primary group for the
child and is an excellent begmmng in social living because it is
not as complex as some other groups and because it furnishes
the child his initial experiences in social unity. [201]
PAGE 112
f lOS The home should he considered in any study of the
community and should be a part of the study by making
its own unique contribution.
There aie many interesting lesults from activities in com-
munities where the school and the home are really cooperating,
and the effect on the community in some instances is dynamic.
At the Benjamin Franklin High School in New York City parents
began meetmg in an old storehouse, and, under the wise leader-
ship of die principal of die school, brought better housing to a
poverty-stricken area [78]
In Denver a paient-teacher council was established and over a
bundled parents took part in the vocational training period of
summer students, with die result that the schools had a better
understanding of the parents, the parents had a better under-
standing of the schools, and the separate contiibutions of each
participant were more far-reaching. [20]
f 106. Community appreciation is developed when individuals
share the backgrounds they have had with each other.
Mis. Goodman’s plan to have the children m her class share the
backgrounds and expeiiences which had been unique to each
may create better understanding provided that similarities of
experiences aie stressed and differences in customs are minimized.
Pointing out tire similarities which exist between racial groups
230 An Approach to Guidance
and emphasizing tlie mteiesting phases of diEeiences might be
consideied wise practice in working out involved and delicate
racial and national dilfeiences.
Schoenhof’s class was discussing the Four Fieedoms and, realiz-
ing probably that there weie ddfciences m the gioup, she took
tliem on a tour to acquaint them with some of the ichgious views
of the community. After an interesting day of trips to churches
and leligious groups, the class had some discussions about what
tliey had learned. She felt that the class which had been “full of
cliques and selfish motives” were influenced by their study to
such an extent tliat they became “fiiendly and thoughtful” [193]
Haivey gives an interesting discussion of how some lugh-school
students are sharing their experiences not only in their classroom
but m then communities by tutoring adults. They aie tutoring
high-school pupils who are having difficulties in some of their
classes and m some localities are working through the community
adult-education piogiam Then work is sponsoied tlnough the
National Honor Society, chapters of die Future Teacheis of
Ameiica, and tliiough scholarship committees. [109]
PAGE 113
f 107. A variety of activities mat/ he planned hij a f'roup, and,
led bij the teacher, may develop group spiiit.
Mrs. Goodman’s work in having pupils divided into activities
and committees is similar to the woik being done in the Spring*
field Public Schools and tliat described by Chatlo. In his article
he tells how councils and committees of all giadcs, laces, and
nationalities work together m various school organizations He
feels that the true spiiit of democratic living becomes functional
through the responsibilities which are assumed and the results of
learning through experience. [45]
Wiightstone and Campbell show how group spirit and appre-
ciation was stimulated when a civics group in a school district
studied the evils which existed along the banks of a iivei m the
community. Even the art class was drawn into the activity by
[][ 107-109] Stoiy Interpretation 231
sketching the banks as they looked, at that time and making
drawings of how they should look. The class developed such
community interest that they were successful m remedying die
conditions and building garden sites on die banks. [227]
PAGE 113
f 108 Groii'p spirit is increased and community interest estab-
lished when teachers share with each other the school
activities they develop.
Teachers, too, can become so interested in a community and in
what may be accomplished in that community that their civic-
mindedness has far-reaching effects. A biology teacher in Holland,
Michigan, became interested in the challenge of a tract of thirty
acres of sub-marginal land that had been donated to the boaid
of education. He interested his class and the teachers at the
school widi the icsult that die land was reclaimed and became
suitable for farming [78]
As leaders who aie respected and whose opinions are valued
highly, teachers have a unique function and a great opportunity
to unite and coordinate the efforts of the homes which are served
thiough the public schools.
PAGE 114
f 109. They may contribute to the community from their own
background of interests and abilities.
The effort to stimulate teachers to make contributions to the
school through hobbies and interests tiiey have followed over a
period of years may be carried a little further, and their contri-
butions to the community may be thought of in terms of special
skills and abilities. Harris suggests that these abilities and gifts
have been undiscovered by 4e community. She feels that their
discovery “would increase community life and probably mean
more lapid giowth of the teacher’s skills.” [108]
Our democratic concept of education is probably one cause for
the greater emphasis on recogmtion of individual worth. As the
232 An Approacli to Guidance
schools and the communities become mcieasingly awaie o£ the
special abilities of then teacheis tlieie will be greatei demand
for tlie unique contiibution of each peison.
CHAPTER VIII
Tlic effect of the war and the resultant tin cat to democracy has
awakened a consciousness of the fact that if the demociatic way
of life is to suivive, all agencies and institutions must study its
principles, undeistand its weaknesses, and do their pait to further
demociatic living. The educatois of oui countiy are among the
individuals who lealize tlie need to educate foi demociatic living,
and then inteiest and stimulation are causing a reevaluation of
educational methods throughout die country. One reads more and
moie about demociatic adminishation, about lelationships witlnn
the school which must be built upon tlic basis of equality, about
pupil participation and classroom methodology tliat is conducive
to tlie growth of each individual and that recognizes tlie con-
tribution of each personality.
It is pointed out in the fiist pait of this cbaptci tliat experience
in democratic living is not sufficient, that an equalized way of life
must be taught, values must be sciulinizcd in the light of what
is best for all, and the concepts and pnnciplcs upon which it is
built and tlie unique contiibution ol each individual must be
lecognized and made evident.
There is need for reading and studying not only the history of
the American way of life, but oui present government and all its
ramifications at the present should be under stood by high-school
boys and gnls so that they may become intelligent citizens of the
woild.
The teacheis of Hampton made numeious mistakes in their at-
tempts to demociatize the classioom as might be tine in any
school situation, The last pait of the chapter closes with an em-
phasis on the need to leevaluate one’s teaching, to find the flaws
233
[j[ 110-111] Story Interpretation
and errors which one has made in the classroom, and to profit
from these experiences and to plan for a wiser procedure m the
future.
PAGE 120
fllO. The school should provide opportunities for pupils to
learn to live democratically.
Dick Arnold’s belief that affording pupils a chance to experi-
ence democratic living is a point of view tliat is recognized, even
though not always practiced, by many educators and teacheis.
The school represents a basic environment in the growth of atti-
tudes and ideals, and Hopkins believes that “the cause of democ-
racy IS won or lost with youth by the time they have completed
high school— or before they cast their first ballot.” [120] With die
recognition of this point of view there comes a greater realization
of die need to plan democratic experiences in our public schools.
PAGE 121
fill. The school should also provide education and guidance
in the limitations and advantages of democracy as com-
pared with other types of government.
When making a comparison of democratic living and that of
totalitaiianism, one is impressed by the fact that it is not
necessary to indoctrinate children in democracy. If the piocesses
of reason aie put into full activity and the child is stimulated to
evaluate for himself, he may gam greater appreciation of equality
m life and may be wise enough to realize the privileges and lim-
itations of life in the United States.
Boys and girls may also learn drat there are limitations as well
as advantages in a democratic way of life and that its successful
functioning is dependent on the contiibutions of individual mem-
bers.
The Educational Policies Commission has pointed out that “to
ascertain that experience in democratic living is tiie whole of
education for democracv is to deny to ourselves the greatest con-
234 An Approach to Guidance
tribution which intelligence can make. Experience is essential, of
couise, training in the meie verbalisms of demociatic vocabulaiy
IS no education at all. . . Expenenee m dcmociatic living should,
tlierefoie, lead on to inquiie into the distinctive chaiacteiistics
of such expeiiences, to reflect on the meaning of demociacy, and
to tlie application of demociatic pimciples to situations which
are as yet beyond tlie range of direct expeiiencc for the
student.” [71]
Guidance in die principles and ways of cooperative living im-
plies, as Cox has said, that wc teach children to tliink. He feels
that one of the democratic pioceduies within the school should
be that of evaluating propaganda. In an inteiesting article he
points out how classes in the high school may contiibiitc to evalu-
ating the authenticity of the wntten word. [56]
PAGE 122
J! 112. The teachers college and school of education should pre-
pare teachers for democralic living and teaching
It is believed that tcacheis colleges in the futuie will give in-
cicasnig emphasis on not only paiticipating in coojieialive
activity but that tliey will include also guidance and education
in methods of increasing the interest of young people in equality
of living,
Melvin feels that there should be long and patient study in the
meanings of a living democracy, [154] and if his point of view is
followed, die teachers of the futuie will be more adequately
prcpaied to guide children toward expeiienoing and learning
about die way of life the people of our country have chosen. [62]
113. Studies and school experiences have more meaning for
pupils if they share in their preparation.
The relationship of die teacher to hei pupils is being recon-
sidered, and it is suggested diat the teacher should be a member
of tire group and that teachers and pupils plan togeth'^r to make
school a meaningful experience.
235
[f 112-115 j Story Interpretation
Hopkins suggests that the basis for planning the curriculum
IS foi pupils and teachcis to woik together cooperatively to “help
children discover, study and satisfy their needs as intelligently as
possible through opeiational process guides rather than through
end goals fixed and contiolled by adults.” [121]
The question is not whether oi not childien should participate
in the planning and initiating of school experiences, but rather
one of the degree of such participation.
PAGE 123
Jl 114, The school government may adopt some of the forms
of local and national government
Wrightstone and Campbell feel that it would be advantageous
for pupils to make a thorough study of government machinery in
classes in social studies, and they suggest further that students
become acquainted at first hand witli some of the political oi-
ganizations of their communities [227] Their description of how
one teacher successfully brought the civil service system into the
school student government may stimulate similar procedure in
other schools
Discouraged because of hearing much talk about democratic
living but very little about democratic doing, Walteimire has
made suggestions about incorporating into the school experiences
of pupils some ideas and ideals of real citizenship. [220]
fj 115. There should be volunteer effort rather than appointed
effort in democratic school procedure.
Very frequently a teacher who can estimate the capabilities of
pupils may be inclined to appoint children to carry out certam
functions of the school. This method is autocratic and totalitarian
and causes pupils to feel that there is discrimmation within the
school. While it is true that the less efficient child needs greater
help from the teacher, it is likewise true that he needs experiences
which will develop efficiency and his abilities more tlian the
child who can carry out instructions without much supervision.
236
An Approach, to Guidance
PAGE 125
f 116. The school should feel an obligation to do its part in
keeping the community inf aimed about national issues
without becoming an actioe participant in controversial
issues.
There is some diversity of opinion about whether or not the
school should participate in community questions and national
issues of a controversial natuie. Some writers feel that tire school
should lead die way in the thinking of die people of die com-
munity, and other authors feel that it is the duty of the school
to point out the issues and to give facts and data concerning
them without being a part of the controversy.
Ridgway tiiinks that localism is causing die schools to do only
half a job and that the educative function has become so local-
ized in geneial plan, execution, and perspective that the larger
goals are lost. He explains fuillier that because of the gieat need
for inteinationahsm in the future, we must have well-educated
people who are acquainted with national and international plans
and policies. [180]
The school can serve as an excellent agency for bringing some
of these issues before the community with or without stating a
conclusive belief in the issue.
Leaiy suggests intensive teacher interest in the community and
in all matters of national impoilanco and does not seem to dis-
ciiminate between the issues which are controversial and those
which are not. [138]
PAGE 126
flit. Sharing knowledges with the community is not a burden
for teachers provided that special staff members such
as the librarian contribute to the program.
If the school is to function in the community as a whole, it may
be presumed that the entire staff will take pait in the activities of
the school. This would mean that the librarian would be able to
[1 116-119] Stoiy Interpietation 237
make a real contribution in compiling bibliographies and in de-
veloping odier reading materials.
Chubak describes a r61e that the libraiian might take in a veiy
leahstic way and points out that she has a unique opportunity for
building morale and stimulating the whole school personnel to
function as a unit. [46]
PAGE 127
fll8 The administrator should recognize special efort and
ability among his teachers
The effects of piaise and recognition have been recognized and
emphasized by psychologists for many yeais They have a tre-
mendous influence on a teachmg staff and piovide real incentive
foi teacheis to do their best.
Shafer would place the recognition of ability and accomplish-
ment and an adequate reward whenever and wheievei possible
as one of the outstanding principles in tlie demociatic public
schools, [198] and Burnham thinks that the need for success is a
wholesome stimulus, a universal chaiacteristic for children as well
as adults and says that children have “an enoimous appetite foi
it” and adults ‘Tecome depressed without it.” He goes on to say
that it IS the gravest error for teachers and people in public edu-
cation not to take advantage of this effective stimulus in their
daily work. [34]
PAGE 128
fll9. Teachers should make evaluations of why they suc-
ceeded of failed in a class undeitaking.
It has been mentioned before that evaluatmg and reevaluating
is a part of effective work in education. It might be added at this
time that such thinking when undertaken in a demociatic group
in which all membeis are interested m the success of each peison
IS stimulating, helpful, and rewarding.
One of the reasons foi the success of the workshop plan is that
it affords teachers a chance to meet and discuss pioblems which
238 An Appioach to Guidance
aie common to all and to exchange ideas and evaluations of suc-
cesses and failures they have had.
Personal bias and piejudice, oversensitivity of feelings, isola-
tion fiom the gioup, and lack of knowledge and skills may be
overcome thiough the deinociatic method of meeting togetlier m
united elfoit and helping each ollici solve unique problems.
CHAPTER IX
Chapman and Counts have said that “The teacher . . . can make
the woild over in a single gencialion” [43] If teaeheis, united
and with a common pmpose of bunging out the best that is in
childien all ovei tlic woild, could reach the heaits of the boys
and gills tliey teach, international unity might become a leality.
This chaptci is wiitten in the hope tliat the imagination of
teachers and student teachers may be stimulated and dial they
may be inspiied to do their pnil in urging youtli to take an active
interest m cieating amity and good-will between the schools of
the world, There is a conbibution which tcachcis, as a gioup,
may make to world peace, and the significance of then idle in
guiding the dunking of youth toward intci national biotheihood
cannot be estimated.
In this chaptei there is a real change in the supeiintendent’s
attitude towaid the teachers, but the effects ol foimor autocracy
could not be eradicated immediately, as Mr. Moiiow learned.
It is believed that if high schools over the countiy obtained
speakers on world unity and if the teachers joined in the effort to
develop youth’s thinking in this area, much good would result.
The suggestions contained within this chapter arc not only within
the realm of possibility but are actually m progress in many
school localities The difficulty in this chapter was in limiting the
suggestions because, as will be noted by the references, many
schools are already guiding young boys and girls to an appreci-
ation of international order and peace.
[j[120] Stoiy Interpretation 239
It will be noted that the pupils aie the initiators of most of
the activity of tins chapter, tire teacheis and admmistiators being
the motivatois An cffoit is made to show how diffeient kinds of
classes may make tlieii own unique contubutions to woild undei-
standing and good-will
In looking back thiough the book it will be noted that, fiist,
Molly was concerned about the pioblems of teachers, hei effoits
influenced Mr. Cushman, they stimulated the teachers, the teach-
ers stimulated tlieii pupils, and in tins chapter the pupils aie
reaching out into tlie community to effect change and unpiove-
ment.
PAGE 185
f 120. The school should take the imfiatwe to plan educational
oppoituniiies for the community which will broaden
their understanding of international issues.
The community-centeied school is in a unique position to guide
the thinking of the members of the locality and to influence the
contiibution which tliat community may make to the nation as a
whole. The difiiculty is that the school has not, in the past, excited
its influence as completely as it might have done, and anti-demo-
cratic forces have developed in many parts of the country
Now IS the time for the school to intimate and to make clear a
profound faith in international unity and an intent to contiibute
to woild brotherhood Myers feels that the failure to realize tliat
peace education must play a major pait in maintaining peace was
one of the major blunders of the last war, [161] but it is hoped
that an unawareness of education as to the rdle it might have
played will not be hue at the present time. Educational literature
of the present abounds in excellent ideas and suggestions as to
what education may do in bmlding understandings throughout
the nations of the woild.
240
An Approach to Guidance
PAGE 136
f 121 The school personnel should have the privilege of choice
about meetings that are not requisite to then loork
If the teacheis of Hampton had been forced to come to the
meeting at which Di. Rasmussen spoke, then inteiest m his sub-
ject might not have been as wholesome as it became. Excellent
puiposGs m schools arc sometimes defeated because of autociatic
methods of accomplishing them.
A comparison may be made between tlic reaction obtained
from teachers when a democratic and an autocratic method are
employed. Teachers of the piesent aic not m a position to resent
openly many impositions of administrators and, in most instances,
comply with tlie requests of those who aie in authority. The emo-
tional climate of die school, however, suffers when teachers are
not given the privilege of choice about work that is not a part
of tlieir obligations as teacheis.
It may be tliat the real task of the teacher and of the school
itself needs to be defined, but ceitamly it should include an m-
tent to work toward inteinational peace. The plan wheieby the
task may be achieved depends on many factors which arc char-
acteristic of the individual school and community, but the in-
dividuals who are included in the ta.sk and tlie plan should have
ficedom of choice to contribute what they desiio to give
PAGE 137
fl 122. The school should take the initiative of broadening the
student point of view to an tnci eased knowledge of
international issues
Every class in the high school has its contiibution to make
toward mcieased understanding of international pioblems. The
approaches to the subject are infinite and the possibilities un-
limited if teachers and administialois are willing to seek them.
Landis has written an excellent article on how he has devel-
oped a “social problems” course foi high-school students. He be-
241
121-125] Story Interpretation
lieves that study o£ the ideologies of difFerent national groups wdl
lead to incieased understanding and will help youth understand
the reasons back of wars. His approach would be through a study
of the social problems of the human race. [136] Other suggestions
of a practical nature wiU be discussed shortly,
PAGE 138
Jj 123. The school should tdice the initiative to stimulate pupils
to make a contribution to international unity.
The youth of all ages have influenced society either construc-
tively or destructively, but it is the obligation of adults to guide
youth to make a worth-while contribution. The energies of youth
at the piesent time are not being directed toward constructive
achievement as fully as possible and one of the results is increased
juvenile delinquency.
Dorothy Canfield Fisher points out the contribution which
youth might make and suggests a “Humanity Chest” to train the
younger generation to serve humanity. She places the responsi-
bility for developing youthful undei standing of international
problems squaiely on the shoulders of parents and teachers [86]
^ 124. World umty may be furthered by a greater understand-
ing of other nations.
It is within the realm of guidance for teachers and adults to
point out some ways in which young people might further the
cause of world unity oi to evaluate with them the plans they
wish to develop, but an understanding of other nations is a basic
essential of good-will and continued international amity.
f! 125 World unity may be furthered through writing friend-
ship letters
The exchange of letters between the youth of this country and
other parts of the world is not a new idea, and it has brought
much interest and happiness to those who have tried it with the
intent of promoting better understandings.
242 An Appioach to Guidance
Salisbury feels that tins method of intercommunications is a
leai pleasure for the participants and that it contiibutes to the
cause of world peace. She gives full data about how to make
contacts and how to obtain exhibits and other materials from dif-
feicnt counliies to tlie soutli of us. [191]
PAGE 139
f 126. World unity may he furthered through readings and
bibliographies.
It has been mentioned diat studying the habits and customs
and ideologies of difleient countnes is of value in learning the
causes of wai. It may be stated fuilhci that such a study when
widened to include many leadings and bibliogiaphies may be of
value in learning how to keep peace.
Gicat Biitam’s Office of Education has icalizcd tire value of
furnishing students with leadings and bibliogiaphies about dif-
ferent countries and is stimulating much reading about our coun-
tiy and other nations m the schools of England. Beal desciibes
the plans drey aie making to build the world citizens that will be
needed for tomoiiow. [14]
fl27. World unity may he furthered ihrough studying the arts
and creative interests of different peoples.
The United Stales has “boirowcd” Irom the aits of many lands
and their creativity has been fused with our own imagery. In
studying the arts of other countries dissinrilauties in concept and
visualization may be appreciated and emphasized because they
do not destroy the basic human similarities which are essential to
common understandings and united goals.
Inteiest in universal arts may have a humanitarian motivation
as well as an aesthetic appieciation if the teacher directs the
thinking of the children toward this end. Patterson has described
the art work, music, and odier classes of thi.s kind as they are
being piescnted and developed in a numbei of cities in the United
States as well as outside our own country. [1G9]
Story Interpretation
243
[f 126-129]
PAGE 141
)/ 128. World unity may he furthered through an exchange of
ideas and readings with other countries.
The viewpoints and thinking of youth in other lands would be
of tremendous inteiest to young people in our country. Theie is
much oppoitumty for our young people, too, to exchange our
democialic point of view with boys and girls of other countries
through pamphlets, newspapers, and other material which might
be exchanged. The closer we get to the hearts of other lands, the
gieatcr the opportunity for building basic agreements and emo-
tional solidarity and we know, from past experience, that it is
the hearts of other lands which must be reached as well as the
intellect.
PAGE 142
f 129. World unity may he furthered through an exchange of
activities and interests between high-school groups in
this country.
An exchange of high-school papers, as is suggested in the
story, might be one way of developing increased interest in in-
ternational affairs Looking into the future it might even be hoped
and anticipated that some day there will be a representative
group from the high schools of this country who will meet to
discuss tlie activities and plans of their schools to further world
peace and international unity The opportunities are tiemendous
if the teachers and schools of our country direct tire enthusiasm,
eneigy, and thinking of our youth toward these commendable
objectives.
Enthusiasm is infectious and young people are almost always
mteiested m tlie activities of their peers Various means may be
taken to acquaint groups with the proceduies and achievements
of other groups who are interested in mcieasmg world under-
standing, and high-school boys and gnls might possibly foster
a spirit between countries which adults could not achieve.
244
An Approach to Guidance
PAGE 142
]/J30. The community and the school should work together
for the piomotion of internaiional brotherhood,
FlsIici feels that the place to begin the piomotion of inter-
national brotlieihood is in the home and the community. He feels
tliat tlieie are numerous pioblems widim oui own country which
should be solved as we woik towaid a bcttei postwar woild and
that the school should guide international thinking through
knowledges concerning the tariff policy, intereational politics,
religious tolciance, and cultural intenelationships. [87] These
knowledges should be a coopeiative effort on die pait of the
educational woild and the community, which die school is sup-
posed to 1 effect
Mr. Morrow’s concern about the community and his desire to
include it m the plans foi the school seems most commendable,
and, while his appreciation of his teachers was not veiy bioad,
his concern about the community he lepiesentod seemed admir-
able Articles which are released fiom the school for citywide
reading through the newspapers may mold the thinking of tire
townspeople in the light way if planned widi this objective in
mind.
PAGE 144
flSl. Subject-matter classes may begin with the individual
student and his needs, extend out to include a consid-
eration of his peers, and may consider his community,
his national, and international friends.
There seems to be a two-way line of conscious concern extend-
ing from the individual out to internationalism and back again.
This interactive process must be studied and understood to avoid
the danger of going so far from the “home base”— the individual
—that problems on the "home front” may be obscured by a con-
cern for the world.
This chapter m the stoiy closes intentionally witli the purpose
[1 130-131] Stoiy Interpretation 245
of drawing the reader and the student back to an awaieness of
tire needs of the individual in the woild community and the em-
phasis on him as a pomt of departure.
Penliale has pointed out that the basic ingredients of democ-
racy are not only tolerance for, but regard for, the other per-
son. [170]
CHAPTER X
It seems only fitting in the closing chapter of this book for the
heioine to look back over the year and to evaluate what it has
meant and would continue to mean to her Molly realizes that
only as hei goals and motives m life become clear to her could she
grow fiom within and be able to make a contiibution to her pio-
fession Some of the problems of the profession which detei mner
growth have been developed purposely in this chapter.
It might be well to point out again, howcvei, tliat the leader
should not think of the activities in this book as comprising one
year of woik in the public schools because it is almost certain
that no school could attempt in one year all of the suggestions
included herein. No continuity of metliodology is intended.
The plan of the book has been to present some environmental
factors which act as deterrents to effective teaching, then to de-
velop some extrinsic factors in the teacher’s own hfe which in-
fluence hei, and then to widen her intellectual interests and work
in her niofession to a point of international concern. Parallel to
the widening of these intellectual interests there has been an
effort to delve deeper into the hearts and the emotions of those
in the teaching world. It is hoped that this last chapter may bring
a full realization drat only as teachers learn to live widi them-
selves with self-iegaid and esteem can drey really touch the hearts
and lives of their pupils. A real love of humanity and the
ability to see the best in odrers begins with a recognition of the
246 An Approach to Guidance
best that is witliin tlic self and a keen, intense desiie to include
and to contact that beauty which is inheient in life.
PAGE 150
132. The teacher should have a clear understanding of what
her position means to her.
Tlieie are many instances in which teaching is meiely a step-
ping-stone to maiiiage, a belter position, oi anothci kind of vo-
cation and in many of tlicse instances a high pcicentage of
ineffectiveness may be expected. While it is tiuc that many people
have left the field of teaching willnn the past few yeais, if their
motivation were solely tliat of remuneration their contributions
might have been questioned. When teaching becomes a privilege
instead of a right, as has been brought out by Townsend, [216]
and when the conditions in the piofession aie sufficiently ath ac-
tive to mteiest those people who are leally qualified to guide
young people, the motivation of those who go into the profession
may be claiifled in the eaily part of their education,
A certain amount of loftiness of purpose may be expected of
every teacher. Devotion, without martyidom, to the cause of
education and loyalty to the piofession should be considered
as lequisites to becoming a teacher in our pulilio schools.
fl 133. Evert/ individual needs to feel that ho has a contribution
to make and the teacher ts no exception
Psychologists have pointed out the great need of every person
to find a place where he feels tliat he is wanted and needed,
wheie he feels tliat he has a service of importance to peiform.
The piofession of teaching offeis unlimited oppoitunity for
service to humanity and unquestionably many people arc attracted
to it because they seek a chance to express that which is worth
while Within themselves. Those teachers who are devoted to their
work, who leave the school m the late afternoon fatigued, yes,
but with die feeling of a task well done, know in their hearts
that they have made a contiibution through those they guide.
[^132-135] Stoiy Interpretation 247
In Hill’s description of one day in a high-scliool teacher’s life
theie IS an unspolren love of hei woik. The young people who
seek her because of what she is as well as because of what she
' knows IS ample pi oof of tlie contribution she is making. [116]
Greatei lecognition of tlicn service from admimstratois and com-
munities will help many teachers find extrinsic appreciation of
what they aie trying to do.
PAGE ISI
)f 134. A real evaluation of one's self includes a consideration of
virtues as well as hmitations.
While it is tiue that too much self-ieflection may cause a neu-
rotic turning within, most people find it helpful to make a few
inner evaluations. Little and Fenner believe that one of the
major chaiacteiistics of educators is the “zeal for self-improve-
ment,” which can be a strength or a weakness. Then brief article
might be of help to the teacher who feels tire need of a profes-
sional inventory [141]
McCool has written a charming and thought-provoking aiticle
on how to estimate teaching success. Her style of wilting would
make good reading for a weary teacher who feels that the buiden
may be too heavy [148]
flBB "Real friendships are those which grow out of affection
that IS not possessive or demanding.
This booh IS not intended as a treatise on friendship, but the
social life of the teacher and the peisonal as weU as the pro-
fessional contacts she makes have such a dynamic influence on
her teaching tliat diey are within the frame of reference of tliis
book
Because of the resbictions and peculiarities of the teaching
profession, teachers aie bound together through bonds of mutual
understanding Many people in the profession realize that they
cling tenaciously to the friendships they cultivate among their
248 An Approach to Guidance
associates and that they become possessive and demanding in
thought if not in action. They lealize, loo, that theie is no greatei
threat to fiiendshlp than possessiveness, and, like Molly, do not
want to destroy tlicir own fiecdom or that of any otlier persons
The process of self-ieflection is sometimes painful, but it is
challenging and beneficial foi evciy person to know what his
fiiends mean to him and what he means to his fuends.
PAGE 153
j/136. The teacher who makes a real contribution is one who
evaluates what he can do in his position and stays long
enough to accomplish it if it can he accomplished
Tlie motility of teachers is the cause for giave concern at this
time. Only 6.85 per cent of the young women questioned in a
lecent Fortune poll said that they would voluntarily choose teach-
ing above all other professions and, in the state of Michigan tliree
tliousand teachers quit their positions and another thousand
moved to other states. [69]
Ciawford discusses what tlic San Diego schools have done and
are doing to retain thcii teachers [58] lint it would socm that
happiness in one’s task is dependent on moio than economic se-
curity There are many con.sideralions to this question of teacher
motility and many coircctions to be made within the profession
itself and within the thinking of those who leprosent tire pro-
fession.
1S7. The status of the individual teacher is dependent on the
status of the whole profession,
A realization tliat one’s status is dependent on the status of the
whole piofession should cause teachers to join together m a
united front to make that piofession the best tliat it can be And
it can be a gloiious piofession if teachers make it thatl Firth
says tliat teachers should Temember that they are members of a
great profession” and that at times it must be considered before
peisonal pieferences. [84] As moie and moie niembeis of this
[f 136-138] Story Interpretation 249
group realize tliat every teacher has a responsibility toward the
profession, the status, prestige, and consideration of each member
will be inci eased. The profession as a whole has an obligation
to the individual teacher and, as will be discussed below, the in-
dividual teacher has an obligation to the profession. Reinhardt
gives specific information about what teachers can do to improve
dieir status and to make the profession more attractive and, in-
asmuch as the profession is dependent on what teachers make it,
it is they who can create a status which will mean prestige and
recognition. [179]
PACK 153
Jl 1S8. The profession of teaching as a whole is dependent on
the quality of the indimdual teacher.
One can pay only homage to the individual teachers of Norway
for what tlicy have endured in World War II in tlieii heroic
struggle to maintain their integiity and to keep tlieir loyalty to
their piofession. This group of many individuals who believed
firmly m the purposes of democratic education presented a united
front which the greatest tin eat tlie world has ever known could
not break. [200]
The truism, “A chain is as strong as its weakest hnk” may be
considered applicable to the field of education. Tire time may not
be too far away when democratic administration in the schools
will allow teachers to have some representation m the choice of
colleagues and it may be that, at that time, teachers will help
seek qualified individuals whose contiibution will elevate die
profession as a whole When this time comes teachers will not
begin their professional work with “ladiant plans for the future”
and become “blatant malcontents,” as Ghcksberg has expressed
it, [99] but will retam their ‘liigh ideals, excellent habits and
sound minds” [18] to guide youth effectively, They will lealize
that, to give inspiration, they must seek it through an abundant,
well-rounded life that is m “haimony with nature, society, and
250 An Approach to Guidance
environment.” [144] They will have that healthy teacher person-
ality, described by Rivlm as consisting of piofessioual zeal, a
conviction that education is significant, self-assurance and self-
confidence in then tasks, they will be le.sponsivo to ciiticism, and
be inspned to help youth with the emotional pioblems which
keep them fiom die good way of life. [182]
Annotated References for Story and Story
Intel pretation
1. Adkins, Edwin P , “A Student Council Takes to the Community,”
The Clearing House, Vol. 15 (November, 1940), pp. 138-140.
Tins article shows how a student council under school leadership as-
sumed some lesponsibilities and began to lake an active part m die com-
munity, establishing better school-community relationships
2 Alexandeh, Nelle, "Teacher-Pcisonality, Oomph — Or What
Have You,” Texas Outlook, Vol. 25 (August, 1941), p. 11.
“Occasionally we find something that gives us a bit ol a lift but for tlie
most part we seem to be a colorless, neurotic lot teachmg because we can’t
do anytliing else ” The basic ingredient of personahty is a genume love of
hfe with die various interpretations one might give to such a term, accordmg
to diis audior She believes m a spontaneous and genuine mteiest m others—
an interest arising not from idle curiosity but from a real desire to help
3 Allard, Lucile, A Study of the Leisure Activities of Certain
Elementary School Teachers of Long Island (New York Bureau
of Pubhcations, Teachers College, Columbia Univeisity, 1939).
This book IS the result of a conclusive study undertaken by the author
m analyzing the problem of the leisure tune of die teacher. Tlio most com-
mon type of activity undertaken by the teacher, according to dus study is
“inexpensive, indoor, individual, quiet or passive ” Rending, walking, and
movies seemed to be the most frequent leisiue-time activities
4. Allen, Fiank E., “Pupil-Personnel Seiwice in South Bend,”
American School Board Journal, Vol. 108 (June, 1944), p. 34.
Tlie point of view in this article is that die principles and practices of
mental hygiene should be extended to reach all teachers m service The
author thinks that schools should give at least as much recognition to die
social and emotional differences of teachers as they give to mental and
physical ones
5. Anderson, Ruth H,, “Skills for Social Living,” Educational Lead-
ership, Vol. I (December, 1943), pp, 144-147
This IS an excellent article on what the secondary school can do to help
the child undeistand himself. It stresses that we need a positive way of
251
Annotated References
252
looking at education and need to know the goals at which the schools are
aiming. The author believes tliat the friendly relationships among the
teachers will do much to set the emotional tone of the school and that it
will carry over mto the entire school life, having a strong influence on pupils.
6. Anderson, Waller A., "The New Teacher Must Not Be Over-
looked,” Educational MeiJiod, Vol. 22 (Novembei, 1942), pp.
81-85.
Tins article is an excellent description of experiences which should be
planned for the new teacher. The author recommends workshops because of
tlio gioup spirit which piovails He says of the new teachers, “They must
not be overlooked, not only because tlicy need our help, but because we
need theiis on the difUcult tasks that lie ahead" (p 82) Ho is very enthu-
siastic about woikshops because tliey afford opportunity for democratic and
creative experiences in learning to live togotlier
7 Armsthong, Hubert C. "Teacher-Parent Conferences,” Cali-
foinia Journal of Elemental y Education, Vol. 11 (August, 1942),
pp 31-45.
Tliore arc some excellent suggestions in tins article on conferences between
teachers and parents The author feels that the teacher should hold some
specific points m mind during tlio conferenco, such as allowing parents to
say all they wish to say witliout interruption, not to bo defensive, to offer
alternatives so parents can make choices, to help the paienl realize that
no perfect altemativo exists, and otlier suggestions foi teachers
8. Arnold, Joseph liwin, “Building the Community,” Journal of
Education, Vol. 126 (Mai oh, 1943), pp. 75-77.
Tlio author of this nrliclo discusses in a practic.al way the uses of com-
munity rcsoiiicos and teclmiques m the classroom for building an apprecia-
tion of tlic community lie remarks that many agencies are willing to send
the school illu-stralive material free and that this material vitalizes olassroom
teaching about the community. There are some good suggestions m this
article for developing knowledge and appreciation of one’s community
9. Averill, Lawrence Augustus, Mental Hygiene for the Classroom
Teacher (NcwYoik, Pitman, 1939).
Tins entire book is devoted to a discussion of the personality of the class-
room teacher The author believes tliat contributing factors in the happiness
of tile teacher are fitness for tlio task, belief m the task, and economic
security in the task. The book presents tiie point of view that teachers must
bo guided toward mental health.
Annotated References 253
10. Bachman, Mariana, “Teachers Aie Human Beings,” Texas Out-
look, Vol. 28 (Febiuary, 1944), pp. 9-12.
This autlior feels that teachers from all over the world possess three dis-
tinguishing chaiacterisbcs which are “(1) tlie aptitude for imparting
knowledge, (2) some form of disciphnariamsm, and (3) a loiowledge of tlie
subject being taught”
11. Bakeh, Flank E , “Training Teachers for Effective Participation
in Educational Administiation,” Democratic Practices in School
Administration (Chicago: The University of Chicago Pi ess,
1939), pp 47-62. Fiom the Pioceedmgs of the Eighth Annual
Conference for Administrative Officers of Public and Puvate
Schools.
Tins author feels that teachers should share m the selection of colleagues,
that diey should be allowed a final vote which would have as much weight
as diat of the administrator He explains a very interesting metliod of teacher
selecbon tlirough a democratic process.
12. Baxter, Edna Dorothy, “Guiding Personality Development in
the Sixth Giade,” NEA Yeaibook for Elementary Pnnetpah,
Vol 29 (July, 1940), pp. 355-362.
An experiment was conducted for one year in a class of hoys and girls
who aveiaged normal intelligence and social-economic backgrounds in guid-
ing personality growth through the school and the home Parents weie ad-
vised about the classroom activities and visited the school frequently Each
parent was interviewed once a month and records were kept throughout the
school year. Statistically significant improvement was made in behavior
according to parents, teachers, and childicn and it was believed that
parental cooperation was of gicat value
13 Baxteh, Edna Dorothy, “Peisonahty Guidance Promotes Home-
School Relations,” iSlations Schools, Vol. 30 (Octobei, 1942),
pp 37-38.
Children were counseled weekly by a teacher child-selected, and parents
wero mlemewed each monlli by another counselor in this study The im-
provement made by die pupils m dieir social and school relationships was
stimulated and mcrcased by parental cooperation, tlie autlior believed
14 Beale, Hilda, “How Bnti.sh Schools Ai-e Helping to Prepare the
Citizens of Tomoirow,” Education, Vol 64 (January, 1944),
pp 285-288.
Tliis article describes what die Bntish schools are doing to guide dieir
young people, die conditions which exist in die schools, and what is being
Annotated References
254
attempted to meet those conditions Britain is spending more and more
money on education Tlioir Board of Education has prepared bibliographies
dealing witli the U.S A. and the U S S.R for the use of teachers and
pupils, and olTerings arc being made on American history. This article would
be ocjually inlorcstiiig lor teachers and pupils
15 Bkalb, Howard K., Are American Tcachcis 'Free? (New York.
Chailcs Scribner’s Sons, 1936).
This book IS an historical, detailed account of the problems of teachers
and their lack of Ireccloni m many areas of hie The approach is almost
ciitiu'ly lustoiical and cirse study. Hundreds of cases arc cited m which
teachers have not had ficedom of speech or opinion in economics, politics,
and other areas of life
16. Beard, Charles A., The Unique Function of Education in Ameri-
can Democtaci/ (Washington, D C. National Education As-
sociation, 1937), pp 82-84. A publication of the Education
Policies ComiTiission.
Tire unique rdlo of teachers in democratic education is discussed by tills
autlior in an interesting and challenging way The real function of education
in our way ol life is presented in an unbiased manner, giving the reader a
clear picture of the accomplishments of our educational system.
17. Belding, Anson W., “Cooperation out of Clashes,” Journal of
Education, Vdl 126 (April, 1943), p. 120.
How to turn clashes into worth-while experiences is discussed with clarity
and conviction in this article. Silii.ilioiis in which llurso i-l.ishos between
teachers and pupils occurred and wlial was done to obviate them are dis-
cussed. Tlie article also has some excellent suggestions for counselors
18. Beldinc, Anson, “Whatl Be a Teacher?” Journal of Education,
Vol. 127 (October, 1944), pp. 234-236.
Written m the form of a letter to a friend, this orticlo states the pros and
cons of teaching and conceives of the profession as needing a new supply of
young men and women of “high ideals, excellent habits and sound minds”
to guide youtli (p 236)
19. Bernard, Harold W , “College Mental Hygiene — ^A Decade of
Growth,” Mental Hygiene, Vol. 24 (July, 1940), pp. 413-418.
Aldiough the number of mental hygiene courses have trebled in the years
from 1929 to 1989, less than half of llie students who attend colleges have
organized courses in Uiis subject, The author arrived at his conclusions after
a study of 27 per cent of all colleges and umvorsilies in this country
Annotated References 255
20 Bigelow, G. R., “The Parents and the Community Take Part,”
Educationd Trends, Vol. 9 (Maich, 1941), pp. 19-23.
A parent-teacher council was established at East Denver High School in
1938 to make provision for pupils and parents and teachers to work together
One hundred paients took part in die vocational-training period The author,
who participated with his son in lire experiment felt that the schools had
a better undeistandmg of tlie parents, the parents had a better understand-
ing of tbe school, and both school and community had a better under-
standing of the separate contributions of each dirough tire cooperative
efforts of all participants
21. Bingeh, Gail, TJw Docto/s Joh (New York- W. W. Norton &
Company, Inc., 1945).
The Doctcn^s Joh is a warm, interesbng book written hy a psychiatrist
who shows deep understanding of humamty. The need for tlie individual
to accept himself is pointed out in numerous places throughout the book
Hie discussion is challenging.
22. Blount, George W , "Pupil Participation in School Manage-
ment,” California Journal of Secondary Education, Vol 15
(March, 1940), pp. 157-159.
Tlie author describes a program of active service between die school and
the community. So much interest was aroused in the school that tlie plan
has continued and grown There arc now 62 members from tbe high school
who servo m 13 different community-service projects There is also a
detailed description of the student government m the school, including the
student cabinet, service organizations, and many admimstrative responsibili-
ties at the Abraham Lincoln High School in Los Angeles
23. Bolen, W. F., “Converting School Critics,” Journal of Educa-
tion, Vol, 127 (November, 1944), p. 274.
In a brief hut relevant article tliis author points out the value of learning
what parents have to say and stresses the importance of having them come
to the school and of really listening to what tliey have to say because “you
might learn somedung ”
24 Bolen, W. F , “When the Child Appeals His Mark,” Journal of
Education, Yol 126 (December, 1943), p 291.
This author feels tliat a child’s inquiry and questioning about his grades
and his woik shows that he is interested He says that the exchange about
his work affords the teacher an opportunity to do some real character
building In tins brief article he lists and discusses the procedures of dis-
cussing grades with pupils.
256 Annotated References
25 Bond, Helen J , “Home and Family Life Education foi Youth,”
Teac/ios College Rec'oid, Vol 43 (May, 1942), pp 611-617
During Uic year 1941 diero were lliree outstanding books on American
family life, according to the author, which appeared after a dearth of
books on tins subject Tlie autlioi discusses the developments which wore
responsible for these simultaneous publications The lack of properly trained
teachers may be a problem in the fulfilment of the goals which stimulated
an interest in this field of thinking.
26 Bowman, LeRoy E , “School Programs of Ilomc-School Co-
opciation, Paient Ediicrihon, Vol 4 (February, 1938), pp 131-
134. 174,
Bowman believes tliat it is one of the primary tasks of parents and
teachers to understand one anotlier’s puiposcs so that tlierc may be inte-
gration between the two environments This article is a summary of the
home-school cooperation between cvpcnmental, representative, and conven-
tional typo schools with the homes m the three communities
27. Boynton, Paul L., and Others, “The Emotional Stability of
Teachei,s and Pupils,” Journal of Juvenile Reseaich, Vol. 18
(October, 1934), pp. 223-232.
In a study involving 73 teachers and more than a thousand pupils it
was found that in two and a half months the ofTpc'ts of the mental healtli
of teacheis on chiklrcn were direct and real The tc.K-liers who were
emotionally unstable tended to li.ivc associated with them the children who
were indined to bo un, stable
28 Buagdon, Helen, and Others, Educational Counseling of College
Students (Washington, I). CJ : Amcucaii Council on Education,
1939).
Tins article brings out the need for the counselor to have all the data
necessaiy to give a reasonably (oniplete story of tho student as well as
all the facts needed to understand a particular situation, These facts may
be obtained from Ic.rchors, parents, associates, physicians, and others (p 3),
The authors also point out that it is impossible to advise counselors as
to tho methods of counseling a particular student because each person’s
difficulties aie complex, the methods may not bo specific lor ceitain prob-
lems, and tlie functions of petscinncl officers are not always discrete
(pp 32-33).
29, Bueinan, Alexander, “Tlie War and Our Guidance Programs,”
High Points, Vol 25 (May, 1943), pp. 11-19.
The article discusses how tho subject-matter course can contribute to
the total guidance program Tho author also discusses a number of pupils
Annotated References 257
who needed some behavior redirecting, pointing out that a study of these
pupils revealed a number of causes of nonconformance
30. Bbinker, Dorothy, and Fenton, Norman, “The Visiting Child
Guidance Clinic,” State of California, Bureau of Juve^e Re-
search, BtilleUn, No. 5 (August, 1931).
This brief manual of instructions is a gem of information about child-
guidance clinics and child-guidance conferences. The section, “Guide to
the Personal Interview of a Child” is written with clarity and understand-
ing and would be of great help to teachers (pp 1-14).
31. Bkown, Marion, ''Cooperation Between School and Community
Agencies,” Universitij Ili^i School Journal, Vo\. 7 (April, 1927),
pp. 25-32
This article shesses cooperation between schools and community agencies
and says that the school should stave to earn the confidence of the agencies.
The author feels that agencies have data which contribute to the better
adjustment of pupils and that if the school and tlie agency exchange data
and establish closer personal and professional relationships, pupils may bo
benefited
32 Brown, Neil, “Ait of Human Relations in Teachmg,” Education,
Vol. 62 (September, 1941), pp. 48-51.
An excellent article on placing more thought to the human relations
angle to teaching. In summary tlic author lists principles of the art devel-
oped in the article. These seven principles are specific and constructive.
33. Burnham, William H., Great Teachers and Mental Health
(New Yoik- D Appleton-Century Company, Inc., 1926).
In tins very readable book the author has described tlie personal charac-
teristics and thinking of some of the world’s greatest teachers. It was
brought out that among these characteristics is tire one tlrat each person
had sufficient self-confidence to perform tire tasks he had set for hunself.
34. Burnham, William H., Success and Failure as Conditions of
Mental Health (New York. National Committee for Mental
Hygiene, 1926), p, 11.
The author paints a convincing picture of the need for success if mental
healtli IS to he retained or restored He discusses the use of success m tlie
best hospitals and gives some results of this work therapy in helping
patients find something worth while to do in which they can succeed He
feels tliat teachers and educators have made grave errors m not reahzing
to tlie fullest extent lire value of fulfillmg the need for success.
258 Anuotaled Refeionces
35. Busch, Hemy, Leadership m Gwup Work (New York- Associa-
tion Pi css, 1934).
This hook duscusscs soino principles which nfFcct group work, and the
first principle listed is that there he a state of readiness for the activity
if the group is to profit by group woik. The discussions of principles of
leadership throughout this entire hook might bo of inlcicsL to the teacher
who is concerned about leadership).
36. Bush, RohciL N., "A Study of Student-Teacher Relationships,”
Journal of Educational Research, Vol. 35 (May, 1942), pp. 645-
656.
The qualities of the teacher which arc most clfec lu'o for student-teacher
relationships of a wholesome kind are discussed with keem insight The
author has included the point of view of the teacher as well as the point
of view of the student in his discussion of tlio interactive pirocess between
tlieni.
37 Cabot, Richtud C., The Meaning of Right and Wrong (New
Yoik. The Macmillan Company, 1933).
Tins book is a philosophical study of man, how he can pirogress up the
ladder of life in terms of understanding the fads about himself in terms
of growtli. Needs sliould be Uio resulting recognition fiom the knowledge
of one's self, the needs to ho in li-nns of a desire for growth This is the
padi upward. The piath downw.ird is m leniis of sell-deeeil, leading to
moral alibiing, procrastination, self-juslifieation, and self-imposed mar-
tyrdoin,
38. Callaway, Louis Fieri, “How StreamlinGd I.s Your Teaching
Effectiveness?’' I'cxas Outlook, Vol. 28 (February, 1944), p. 16.
There is a discussion of the qu.ihficalions of an effective teacher m tins
article. The autlior discusses lus subject in a thoiougli and dynamic manner
witlioul making the Icachei too idealistic or pieifeet IIis discussion about
streamlining ellicipncy is a practical tieatisc fur the tcaelier lie feels tliat
die competent toadier loves leaching and finds a real zest in it, dial he is
loyal to all of Ins pmpnls and is piiouJ of them.
39. Cabr, William G., The Purposes of Education in Amencan De-
mocracy (Washington, D. C.. National Education Association,
1938). A publication of the Educational Policies Commission.
Tills entire book discusses the democratic purposes of our educational
system and die philosophy of the volume is that of “reverence for die
essential sanctity of all that is human" (p. 21).
Annotated Refeiences 259
40. Caeuoll, Agnes W , “Teacher Recognition,” in National Ele-
mentary Pnncipab, 21st Yearbook, In-Seivice Growth of School
Feisonnel, Vol. 21 (July, 1942), pp. 469-472
The need toi teacher recognition is discussed in tins article, the audior
believing that oveiy individual needs adequate evidence tliat most of his
associates aie glad to sec him, tliat tliey turn freely to him for advice on
some subjects, and that they want liis active help This author sti esses
die great need for approbation of one's associates
41. Castro, Alice, and Ratiibun, Jesse E,, “Appioaches to Adjustive
Guidance,” California Journal of Secondanj Education, Vol. 18
(October, 1943), pp. 365-368.
Conditioning of the environment factors through facilities at school may
be done by aiianging club and recreational activities for the youngster
who has poor home conditions, it may be done through part-time employ-
ment if he needs monetary help, it may be done thiough changing the
school progiam to fit his abilities and interests, or there may he needed
a complete change of attitudes. The audior also suggests die possibility that
die teaohor’s altitudes may bo changed There is real content to diis
article on adjustive guidance
42. Caivtiion, Anne, “A Personal View of Secret Societies,” School
Activities, Vol. 14 (Septembei, 1942), pp 10-12
Tile point of view m this article is that secret .societies should be banished,
but not by undiplomatic methods or deprivation. The audior believes that
the student should be guided to rcabro for himself that secret societies
are undemocratic and tliat diey dcstioy die security and happiness of those
who are not invited and cause snobbishness in diose who do belong
43 Chapman, James Ciosby, and Counts, Geoige S Principles of
Education (Boston Houghton Mifflin Company, 1942), p 599
In discussing die r61e of the teacher in public-school education and her
effectiveness m guiding the thinking of young people the autliois state
drat “The teacher . . . can make die world over m a single generation.”
44. Chase, Stuait, Democmetj under Pressure (New York- The
Twentieth Centuiy Fund, 1945).
Tins excellent book portrays vividly die influence of pressure groups on
democracy and the great need of every individual to depend on others
for his livelihood and his very existence He feels that liigh-school boys
and girls should learn about lliese groups in their studies at school and
diat diey should become prepared to deal effectively widi diem.
200 Annotfilcd References
Chatto Clarence L, “Education for Democratic Living,” Jour-
nal of Education, Vol. 127 (September, 1944), pp 189-191.
Till!, article cvplains numerous acUvitici that are a part of the activity
iMocrom m tlie Springfield public schools designed to increase pupil growth
in intellectual skills and social acuity. Councili and committees of all
(Trades races and nationalities work togctlier in various school organizations,
takinc’ most’ of the icsponsibihly loi their work and learning tlirough
^perienco, the true spirit of democratic living
Afi nTiunAK. Beniamin, “The Libiarian. Moiale Builder,” Library
JouinalVol 67 (April 15, 1942R pp 317-348
The autlior describes the rdlc of the lihran.in in building morale and
nf manv opporUimties the individual m this posilion may have in being
of assistance to sludents and staff The school librarian is one of the im-
nortant members of a faculty and her woik may be of tremendous assistance
throughout tile school, according to this author
47 Clauk, Edwin C., “Teacbci Induction,” American School Board
Journal Vol 108 (May. 1944), pp 45-46.
Teachers wlio luc new to the syslcm di'si'iihed m this article receive
handbooks m July before lliey begin their sihool wmk and liavo an op-
nortumtv to become acquainted with the pbilosopliy of the school, tlie
hvmo social cdiicalumal and rccre.itiou.il facilities ol the ( ommumty, and
the mlerprctalion the school makes of successful work There arc many
suggestions m this arliclo for Iho successful development of .such a
handbook
48 Clauk, Ilatold F., Life Earning)! in Sdcclcd Occupations (New
York, ilarper & Bio.s., 1937), p. 5
It has been found that public-school ti-aclimg is edeventh in the income
brad els of different occiipatimis as of ]<W7. Mecheiiic is icmuneralively
thrcc-and-a-half tunes as alliactivc as piihhe-sehool leiuhing Occupations,
in ordci of average caimngs m doll.iis per year lank as follows, according
to this study mcdicmo, law, dciilisliv, eugmecimg, luchitccturc, college
teaching social work, jomiiahsm, nimistiy, hhr.iiy wmk. puhhc-srhool teach-
ing, skilled hades, nursing, unskilled hibor. iarnimg. larm labor
49. Coleman, Elsie, “The ‘Supervismy Visit’,” Educational Leader-
ship, Vol 2 (Januaiy, 1945), pp 164-167.
There is an excellent discussion of the lehitionsliips between supeivisois
and tciichcis in this article, showing the need for soci.il, .is well as profes-
Monal contacts The .mlhor believes tliat Ihcve me m.my ways ol dcvel-
opnig duned intciests svhith will piove salisiymg to liolh the supcivisor
Annotated References 261
and teacher, such as visiting another teacher at work together, attending
a conceit, visiting an art exliibit, or any contact which will help furtlier
tlieir human relationships
50. Cook, Lloyd Allen, Community Backgrounds of Education (New
Yoik. McGraw-HiU Book Company, Inc,, 1938), pp. 306, 327.
The author feds that many educators believe that one of the limiting
factors in giantmg freedom for teachers is tliat imposed by the local
community, that there are customs, traditions, set patterns of thought and
education which aic a block to social education, and that meeting die
problem of community education requires patience, skill, and timing, fiiat
tlie courageous teacher will develop a likeable personality and a wise
capacity tor leadership to meet the problem of community censorsbip
lie discusses further some conduct codes for teachers, pointing out that
gossip, inibliG opinion, administrative ruling, reprimand, and threat of dis-
missal affect tile codes of teacher living, causing many capable people to
turn from this field
51. CoBBETO, Thelma I , and Anderson, W. E , “A School Looks at
Its Guidance Piogiam,” Journal of Education, Vol. 127 (March,
1944), pp 96-97.
Tins article is a condensed summary of the guidance program at
Okmulgee, Oklahoma The author discusses the cooperation they have had
with parents Interviews are held witli parents, and the school and home
have been brought mio closci relationship Parents vi.sit the school and
school representatives visit the home, the two institutions working closely
to serve better the needs of youth.
52. CoBEY, Stephen M,, "A High-School Staff Appraises Itself,”
School Review, Vol, 51 (December, 1943), pp 594-600.
Faculty members of the University 1-ligh School, University of Chicago
met m a voluntary seminar to appraise success of tlioir teaching They felt
that important conditions which contribute to morale were that teachers
should know one anothei as persons and not only as professional workers,
that their work should be appieciated and recognized by other school
members, lliat tliere should be a high degree of economic seouiity, and
tliat tcacheis should contribute to a definition of what is involved ff tlieir
work is to be thought successful
53. Corey, Stephen M , "The Importance of People,” Educational
Leadership, Vol 1 (May, 1944), pp. 491-493.
Corey says that teachers we people and they are probably being treated
like people in schools where teachers and admmistralors are peers, where
262
Annotated References
they help select Uieir colleague:,, where all the teachers and administrators
work cooperatively on school problems, where llicy liai'e a chance to know
one another as jiersons, where personal and professional problems as such
are recognized, where motivation is positive, and where they are thought of
as individuals.
S4. Count.?, Geoigc S , The Educaiion of Eicc Men in American
Dcmocnuij (Wushinglon, D. C.; National Educational Associa-
tion, 1941). A publication of the Educational I’ohcies Commis-
sion.
Demneraty as a gicai soei.il lailh is ooinp.ired with tolahlanan .strategy
in this little book of about a hundred pages. It is very readable and would
acquaint the leader with the sum knowledge of the struggles of demo-
cratic education and the meaning of freedom and despotism
56. Counts, George S,, The Schools Can Teach Demociacy (New
Yoik; The John Day Company, 1939).
Neither m the profession of public school teaching nor among the laymen
of our democracy have wo over faced the problem of educating for democ-
racy, according to Counts He believes that the two nnqor purposes of
democrnlio education art' to deveOnp a “feeling of eornpi'ienec and ade-
quacy” in die Individual and to develop a “profound allegiance to the
principle of human equality— and worlli" II« lists oilier purposes of demo-
cratic education and says lliat the schools can teach tlcmociacy as well
as practice it
56. Cox, Clarice, “Pinpaganda as a Clussionm Stiuly,” Journal of
Education, Vol, 127 (Januaiy, 1944), pp. 23-24.
Democratic education implies teathlng children to think, and one way
of leaching them to Hunk is to teach them to cv.ilualo propaganda This
article points out how classes m social science, Enghsli, psyehology, and
research may teach children how to evaluate propaganda and to estimate
the authenticity of the wiiltcn and spoken word
57. Craig, Gerald S., "Childhood Education and Woild Crisis,”
Teachers College kecord, Vol. 43 (November, 1941), pp. 108-
119.
Tins article has a splendid discu-ssion of the values of classroom discus-
sion. The teacher who has difficulty stimulating classes to conlributo to a
general discussion, who finds that Uic discussion is monopolized by some
members, or who has othci difficvdties gelling pupils to express themselves
would find help in this article.
Annolated Refeiences 263
58. Chawfoud, WjH C., “Preedom from Want for School Em-
ployees,” Journal of Education, Vol. 127 (October, 1944), pp.
228-230.
In tins aiticlo Crawford discusses what the San Diego schools have
done to make it possible for them to keep tlicir teachers, which they feel
Oiey have done in the present emergency. A single salaiy schedule for all
cei tilled employees and a program of adequate pay, adequate security, equal
treatment for all employees, a liberal sidc-leave policy, and a local retirO-
ment plan have been, developed for all employees
59. Chow, Lester D., and Chow, Alice, Mental Hygiene in School
and Home Life (New York; McGraw-HiU Book Company, Inc.,
1942), pp. 183-205.
Tliey have incorporated into their book an excellent chapter on The
Teacher and His Adpistments and discuss in a warm way tlie adjustment
to work and status which are necessary Not only must tlie teacher adjust
to the ncivous tension of the classroom, it is necessary also to take out-of-
sohool precautions against piofessional failure. Tliere is a good discussion
of professional and social adjustment
60. Cuhtis, Francis D., “A Study of Higb-School Handbooks,” School
Review, Vol. 51 (December, 1943), pp. 614-618.
Tins article is a discussion about the growtii of handbooks and lists in
detail what sample handbooks obtained from all over the United Stales
have in tliem.
61. CuTTS, Noima and Moseley, Nicholas E , “Teacher and Child . . .
The Importance of Mutual Affection,” Childhood Education, Vol
18 (Januaiy, 1942), pp. 214-217.
Teacher-pupil relationships and how to make tliem friendly are dis-
cussed in tins ailicle. The autliors say that a "mutual affection" is tire
foundation of wholesome relationships between teacher and student. An
understanding as to why a child acts as lie does is necessary for tlie
teacher. They give an inclusive discussion of the multiple causes of child
non-conformance
62. Dalthorp, Charles J., “The Society of American Patriots,”
Journal of Education, Vol. 127 (Apiil, 1944) , pp. 124 ff.
In Aberdeen, South Dakota they had had some of the customary dif-
ficulties in teaching American history, so they paralleled tlie required
classroom work with a voluntary organization of the above name The
functioning of tins organization and some of tlie results are reported in
this article. Tlie Superintendent of Schools feels that not only do pupils ^
264
Annotated References
of botli elementary grade"! and IngU school (both schools being allowed
membership) learn more about the history of our country, but peisonal
and domoeralit goals are realized
63 Dabley, John G., Testing and Counseling m the High School
Guidance Piogmm (Chicago. Science Reseaich Associates
1943), pp. 164-185.
The aulhoi points out that people who are veiy emotionally upset are
not m a condition to learn and the counselor must prepare himself to sit
back and listen to the feelings of the oounselee In fact, he is greatly
interested m them as the expression of these feelings gives much information
to the counseloi and it is neceasaiy for the individual who discusses these
dilemmas to es.pi ess them (p. 169).
64. Daw, Sewtud E, “For What Changes Shall We Plan?” Ohio
Schools, Vol. 22 (Match, 1944), pp. 110-111.
lie recommends and suggests that we le.un to live together with fairness
and toleranco if the “Ilydra-headcd monster of race and class hatred”
doesn’t devour us, that we of the public schools give adequate piepaiation
in the tools of human undeistandmgs, .ind that pupils leave the high school
with a proper balance of industrial and cultural education. This article has
some real content m it.
65. D’Evelyn, Katherine E., Individual Parent-Teacher Conferences,
Unpublished Doctoi's Piojcct, Teacheis College, Columbia Uni-
vensity, 1944
Parcnt-tcachcr conferences are .in "inlogr.il pait” of llio school program,
according to this .lutlior, and time should ho allowed lor iheia S'hc believes
that teachers could counsel their own paients '‘under snpeivision” most of
the time, leaving the veiy diiricult oases lor an expert She expresses tile
thought that student teaelieis sliould li.ive ediieution and guidance m the
methods of parent counseling. There aie excellent suggestions for counseling
iechiuqiies m this pioject.
She also desciibes a number of approaches to interviewing and counseling
and in one case discusses and illustrates by verbatim rcjiort a conference
tlirough a slow, fncndly approach.
66. DeVobe, R. Wilson, "Meaningful Marking,” Ohio Schools, Vol.
22 (October, 1944), pp. 296, 328.
Tins author discusses a seemingly objective way of grading and marking
papers by sections The pupil competes only with the grades of tliose
within the same sections. The author feels that pupils understand and
appioci.itc llie fairness of Uus system and that the teacher does not Iwvo
to “hide class marks and do strange tilings” on leporl day. He believes
Annotated References 265
that pupils lose confidence in die teacher who conceals lus records, and
die author closes his article witli, “Adults would refuse to work on a hidden
salary schedule” (p. 32S).
67. Diemer, George W , “Parent Education in the Pieparation of
Teacheis,” Pe/rorit Edneadon, Vol. 4 (February, 1988) pp 135-
138.
The autlior sent questionnaires to members of the American Association
of Teachers Colleges, and 104 meinhers replied He summarizes the ob-
ligation of teachers colleges in the field of parent education as follows
students should be given opportumly to prepare for parenthood, the college
should prepare them to undcrsl.ind the problems of family life and the
relationships that should e\ist between the parent and the teacher, between
die school and the Iiome, and the college should cooperate with agencies
which are seeking to improve family life
68. DniscoLi., Gertrude P., "The Parent-Teacher Conference,”
Teachers College Rccoicl, Vol. 45 (Apiil, 1944), pp. 463-470
Driscoll discusses throe kinds of confeiences winch teachers may hold
witli parents, namely ( 1 ) getting acquainted with tlie child’s out-of-scliool
life, (2) report to p.ircnt die child’s behavior and progress m school, and
(8) secuie help m correcting undesirable behavior of tlie child that is
alTectmg Ins progress The author stresses the need for awareness of assets
m "relegating die undesirable behavior to a subordinate position.” She feels
that human bcing.s grow through using "tlieir strongest abilities” (p. 469),
69 Editouiae, Jounifll o/ Education, Vol 126 (May, 1943), p. 141.
In Micliigan thrc'o lliousaiid teachers have loft their posts and another
thousand have jnos’od to olhcr slates. This leprosenls one-eighth of the
teaching personnel. The legislature mcrcased tlie school budget by $50,000,-
000 to stop llio csodus.
70. Educational Policies Commission, Learning the Ways of De-
mouacij (Washington, D. C. National Education Association,
1940).
Tins handbook of democracy and democratic practices which exist in
school systems at tins time gives many cases showing how cooperative
planning has been planned and earned out. The Commission asserts that
experience m deinocialic living is not the whole of education for democracy,
that It IS essential, hut that il should lead to inquiry mto the distinctive
characteristics of such experiences and reflection on the meaning of
democracy
266 Annotated Refeiences
71. Educational Policies Commission, Oui Democracy A Teach-
ing Unit for Secondary Schools (Washington, D. C ; National
Education Association, 1941).
Tins brochme is a realistic public-school ]ilan of evaluating our democ-
racy, containing excellent plans for helping the teacher Each unit in each
chapter has suggested outlines for study, some questions for discussion,
suggested activities, and an excellent hihhogiapliy for further study and
research, The point of view is scientifically critical and thorough in evalua-
tion and would lead lugh-sehool boys and giils towaid an objective
appraisal of different forms of govcnimcnl It stiesscs the obligation of tho
individual toward the common good and toward making a contribution
to our way of life. Other brochures published by the NEA are also
excellent
' 72. "Eight Children Pay Inter-State Visit,” New Yoik Times, October
15, 1945.
Under sponsorship of the New Hampshire Slate Council of Churches
a program of exchange visits between Negro children from Harlem and
white ehildron from Now England has been carried out m tho last year.
The Negro children had a vacation m Manchcstci last summci and six
boys and two girls fiom New Hampshire visited the Ncgio children, had
dinner with thou hosts, made a two-day tour of tho city and spent the
entire time with the Ncgio boys and gals
73. Elliott, Ilainson Sacket, and Elliott, Grace L , Solving Per-
ional Vrohlams (Now York: Henry Holt and Company, liic ,
1936), pp. 35-49.
Tlie chapters in this book on counseling au' inclnsis'o and thoimigh and
the author.s’ point of view concerning renunciation of tho self has real
meaning The place of religion as brought out in the book is intcrcsimg.
These authors feel th.il security is the key to adjustment and that as long
as there Is a belief in "tho original depiavily of man, the soK cannot be
recognized and valued sufficiently to develop inner security.”
74. Elmeu, Maiion Shoit, “Organize a Mothei'^s Club,” Instructor,
Vol, 53 (Dccembei, 1943), p. 10.
There is a certain security which comes to the teachei who knows that
the mothers of the community arc behind her, aecotchng to Elmer, and
she believes tliat this may be accomplished through a mother’s club Tliere
is a description of such a group and a lecognilion of the tiemendons help
it proved to be to the home, Uie school, and tho child,
75. Elsbree, Haiold M., “New Hoiizons Revealed by the War
Effort Through Community Participation,” New Yotk State Edu-
cation, Vol. 31 (April, 1944), pp. 503-504.
Annotated References 267
The author says^ tliat ho has found it true diat "many teachers are
resistant to change.” He tlien describes how this resistance has been swept
away thiough teacher war eifort, and ha hopes tliat tliey never relmqtush
“tlie positions of leadership and respect” which have been earned m their
work in tlie community.
76. Elsbuek, Will.ard S,, The American Teacher (New Yoik; Ameri-
can Book Company, 1939), pp. 486-498.
In an excellotil and coinpieliensivc discussion on hoalth and sick-leave
provisions throughout the United States, tlie author points out die historical
development of health consciousness winch has become more prevalent in
the last few years
77. Everett, Samuel E , and Olliers, The Community School (New
Yoik- D Appleton-Ccnlury Company, Inc , 1938) , pp. 97-109 A
publication for tlie Society for Guniculum Study.
In discussing the relationship between tlie school and the home, tliese
authors list tlucc essential factors as contributing to wholesome teacher-
parent conlacLs, namely, that parental cooperation is essential m the general
education aspects of the school’s program, tliat tlie school must determine
what poitions of gcneial education the home and school respectively should
assume, tliat the homo should be advised of its role, and the school should
perfect teehiiiqiics to help the homo render an effective contribution to
tlie educative process.
78. Everett, Samuel E , "Schools Are Teaching Citizenship,” Edu-
cational Trends, Vol. 8 (Seplember-October, 1940), pp. 3-7.
Tliere aie two discussions included in tins article, one on the citizenship
work in Ilollaiid, Michigan and the other at the Benjamin Franklin High
School m New York City In Holland the biology class moused die interest
of other classes m a tract of thirty acres of sub-marginal land with the
result dial the land was reclaimed and made suitable for farming. At
the Benjamin Franklin High School a group of parents under the dynamic
leadership of the principal of the school began meeting in an old store-
house to discuss what could be done to bring better housing to the poverty-
stricken area. The results of dieir achievements under the school leadership
are challenging reading for adults who doubt die citizenship possibihties
of the youdi of our country.
79. Farrar, Elizabeth M , and Baeteau, C, Irene, “Home Building
as Study Unit,” Journal of Education, Vol. 125 (March, 1942),
pp. 79-80.
A unit on homo budding was planned to cover most of the areas of
cost and furnishing a now home at tlie Center School m Abington, Massa-
Annotated References
268
chusetts, and iJio a\Uhors of dns brief article describe how parents and
children and school cooperated to increase the appreciation of home build-
ing and property ownership. The authors felt tiiat not only were there
increased social skills, but pupils also learned a great deal about aiithmetic
The parental contributions were most interesting
80. Fenton, Norman, The Counselor’s Interview with the Student
(Stanford, Cahf.i Stanford University Press, 1943).
This brief manual on the techniques of the personal interview discusses
the practical aspects of tlie personal interview and gives many helpful
suggestions for counseling. It seems rather inclusive in point of view
and contains many specific suggestions for conducting a personal interview
which die classioom teacher as well as die counselor would value.
81. Fenton, Norman, Mental Ihjglene in School Traciice (Stanford,
Calif.: Stanford University Press, 1943).
This outstanding book for teachers gives an ercellcnt evaluation of the
mental-hygiene piogram of a school. Each chapter has practical, specific
suggestions which arc discussed convincingly. The author raises such
questions as, Does the organization of the school contribute to die whole-
some adjustment of teacliors and pupils? Do the conditions under which
teachers work contribute to their occupational adjustment and mental
health? Does die community accept its rcsjionsibilitics for die mental
hygiene of teachers, and Does the mental liygicne of dio school reflect
Itself in die mental hygiene of die parents?
82 Findlay, J. F , "Student Government — Medieval, Colonial, and
Modem Style,” School ActioiHes, Vol. 11 (Apiil and May, 1940),
pp. 315-310, 368-370.
Tin's article describes different kinds of student government and the
patterns which miglit bo followed, concluding with an evcelleiil discussion
of student goveramenl— modem style.
83 Fibth, Boxie Andrew.s, “Seeing Ourselves as the Administrator
Sees ijs" Instructor, Vol. 52 (September, 1943), p 50.
In dns article the author describes reactions she has obtained from
superintendents as to qualities diey desire most in teachers they employ
The characteristic which was most desired was that the applicant be “good
to look at.” They desired that she be well groomed, poised, alert, have
good posture and carriage, present a pleasing picture, and have good taste
m dress They wanted her to “know her stuff,” liavc intelligence and know
how to use it, have health and vitality, and oilier qualities considered
essential to good teaching
Annotated References 269
84. Firth, Roxio Andiews, “Seeing Oui selves as Our Colleagues
See Us,” Instructor, Vol 53 (January, 1944), p 50.
This one bnuRS up^lho qiieslion of “ITnw do tlio-so with whom wc work
every day . . . see us?” It picsents an older-teacher pomt of view as well
as tlie bcginiKT-teaelier po.ut ot Mew The opinions expressed by tliose
two groups present some inleiesting reading
85. Fmxii, Romo Andrews, "Seeing Ourselves as the Pupils See Us,”
Instructor, Vol, 48 (Jannaiy, 1939), p. 10.
In lliis article the author gives the results of a ratlier far-reachmg study
about what pupils tbink of the teacher. They waul one who is fair, has a
sense of humor, explains assignments clearly, is good-naliued, knows her
subject, has a good voice, keeps order, and has other qualities
80. Fisher, Doiolliy Canfield, and ’Woodruff, Caroline S., “Sug-
gesting £i ‘Ilumaiiily Chest’,” Journal of Education, Vol 126
(October, 1943), pp 215-210.
The authois feel that parents and teachers me the real instigators of
mtemahonal understanding and should be the ones to guide the younger
generation to .serve Iuuii.imty. Tlie full outline of the plan of the “humanity
chest” was outlined in Educational Method of February, 1943, and tliose
persons or schools mtorestod in knowing more about the plan would find
this report helpful.
87, Fisiinn, Edgar J,, “Ro-education and Roliabilitation at Home and
Abroad,” Education, Vol. 64 (December, 1943), pp. 199-210,
This author feels that the place to begin education for the postwar world
IS in the homo and lliat there is much reeducation needed to meet tlie racial
problems and other dillicullios resident in our own couiitiy. The tariff policy,
international politics, religious tolerance, and cultural inlenelalionslups
are topics wliieh .should bo of concern flirough tlio teachings of tlie scliools.
88. Fisk, Robert S., Public Understanding of What Good Schools
Can Do (New York Bureau of Publications, Teachers College,
Columbia Univeisity, 1944), p. 4.
Fisk feels tliat tlie schools should take die initiative of informing the
public about its undertakings and says that administrators are not doing
the best job they are capable of doing because they haven’t captured
“die spirit and the imagination of tlie public.” They should reach citizens
of influence and regain the public’s zest for good schools This excellent
little book outlines an administrative program for developing appreciation
of our schools.
270 Annotated References
89. Folson, Joseph K., Youth, Farmhj, and Education (Washington,
D.C . Amciican Council on Education, 1941). Piepaied for the
American Youtli Commission.
Tins author takes it for granted that parents are to make a contribution
to the schools and chstusses the "evtent to winch parents should . . work
m the schooLs," Obviously, parents should lend support to some educational
endeavors and should be laiinhar with the school s philosophy and goals.
Ho gives a broad distnssion of paient partu'i|ialioii in stliool activities
(pp. 82-85). In a very hunioious way ho points out tliat thcro are some
thmgs dial parents could leach tcacheis.
90. FnEnnucK, Russell II , "Pupil Personality,” Tc\as Outlook, Vol.
28 (Januaiy, 1944), p 24
Tile writer of this article believes that the school should do die work
that IS noccssaiy to guaiaiitee the sliLiigth and endiuaucc of our form
of govcmincnt. that it should contribute to the impioi'i nient of oui demo-
cratic society, and that it should develop self-reliant, independent in-
dividuals m the schools. He feels that pupils need the feeling of responsibility
for tlio good of the group increasingly as he grows lowaul being a good
citizen.
91. FitETWEtL, Elliot t K., "Seven Pmposcs of Pupil Participation in
Government,” Washington, D. C • National Education Associa-
tion (Abstract), 1931 (Fiom the TuKccdings of the COlh
Annual Meeting), pp. S99-601.
Tlio author discusses seven purposes of pupil participation in govern-
ment saying that it tends to elanly a pupil's own purjioses, it tends to
creato friendly relationships lietween pujiils and teacher, it can ho psy-
chologically remedial, it is concerned with the developinenl of wholesome
attitudes m the whole school, it tends to make some provision for emotional
needs, it can develop moio intelligent obedient u to .uithonly, and it can
be a moans of education.
92. Fkoeiilicii, Clifford, "Fargo Selects' and 7’rains Teachers for
Individual Guidance,” Clearing House, Vol. 17 (Januai-y, 1948),
pp. 290-293.
This article discusses the training given a group of teachers who wished
to go into counseling m their high school.
93. Cans, Roma, ‘Tarent Counseling in the Practice of Various Pro-
fessions: The Classioom Teacher,” Parent Education, Vol. 2
(Apul, 1935), p 20.
Cans feels that counseling has been n part of the responsibility of the
classroom teacher for so long that It is unnecessary to speak of ostabhshing
Aunolated References
271
responsibility for this woik In a condensed, concise manner tlie author
gives an excellent description of the kmds of eounsehng tliat teachers should
bo prepaicd to do.
94. Grisr.L, Jolm B , “Alumni Opinions Concerning a High School
Com so in Mental Hygiene," Mental Hygiene, Vol. 24 (July,
1940), pp 419-443.
A comse in “Human Hcdations” had liccn olTcrcd three years previous
to tlie wilting of this article and students wore questioned after that period
of tiino to leain then o[)iiiions of what tliey had learned in the course
Most of them felt tliat it helped them m later life adjustments and would
continue to help them, that it guided them in some of their adjustments to
other people, and that it had liolped them make personal improvement
The class was held during regular school hours and paralleled individual
counseling
95. Gehmane, Charles E , and GcnMANE, Edith G., Peisonnel Work
in High School (Now Yoik* Silver Burdett Company, 1941).
There arc some excellent “Do’.s” and “Dnn’ls” in interviewing which
would bo nualiuihlo to the teacher who makes parent contacts or who
interviews his own jmjuls m this practical book on personnel work m tlie
high school (pp 141-142).
Thera is also an excellent description of a simple child guidance cimio
which could bo begun with little expense (pp 1-14) and the strategies
of Case Study, Cumlilo Classifitation, Adjustment Questionnaire, Vocational
Interest luventoiy, Diagnostic Study Tost, and other strategies which are
discussed Ihioughout tlio book are splendid.
90. Giles, H. IT , Teacher-Pupil Planning (New York: Harper &
Biothers, 1941), pp 51-52.
The author dcscrihes a study made at University School at CoIumbu.s,
Ohio in whieh die children were asked to list tlieir biggest personal and
social problems. Two thousand different statements came in with a total
of 392 kinds of problems, and it is interesting to note tliat tlie first group
consisted of social, economic, and political organization difficulties
97. Glass, Jame.s M., “Democratizing the Homeroom Progiam—
Abstract,” National Education Association, Proceedings, 1931,
pp. 597-99.
Tlie autlior of tins paper brings out some very worth-while results of
homeroom discussions, showing how they can help solve personal promems,
how tliey can unite in a common bond of improving class levels in academic
work, and how valuable they can be in improving the govemmg body or
tlie school. Tlicro aro soino ihought-provokmg aspects to tins paper
272 Annotated Ref ei cnees
98. Glicksberg, Charles I., "The Counselor,” The Clearing House
Vol. 17 (May, 1943), pp. 526-530.
This author describes some of tlie problems which pupils bring to the
ear of tlie counselor Unjust maiks, punishment, tactless sarcasm, ridicule,
dictatorship in teacher albludes, iiiipationco, and other characteristics which
distract children are talked over with the counselor. The author feels that
pupils do not transfer the hhuno for their diflicultics to their teachers
99. GLicKSBEitG, Chailcs I., "The Cynical Teachei,” American School
Boat dJow rial, Vol. 108 (Juno, 1944), p. 41.
In this article there is a description of how the teacher begins her profes-
sion with "radiant plans for the future” hut becomes discontented m her
work The author discusses some of the factors in tlie school life of the
teacher which cause this change of attitude
100 GoLDBini, Leon W., "Influence of Teacher Personality Upon
Pupil Adjustment,” Education, Vol. 57 (Jaiiuaiy, 1937), pp. 257-
263.
This article stresses the point that there are many ways in which mutual
respect may be developed between teachers and parents, such as thiough
incidental contacts at church, m stores, on the road, in the homos, at
school, in association meetings, or at dinners and social events lie feels
that these contacts with parents havo an inilucnco on the pupil’s adjust-
ment at school.
101 Goocii, Wilbur I., and Krii.i.r.n, Franklin J,, "Breathitt County
in the Southern Appalachians,” Occupations, Vol 14 (June,
1936), pp. 1011-1110.
These autlions describe a suivey made and how it was conducted about
facilities of the community winch served its members Information about
the resources and deficiencies included study of jiliysical resources, educa-
tional oppoitunitiGs, social hfc, recreational facihtios’, and other information
about the community
102. Goslin, Willard E., "When Wo Work Together,” Educational
Leadership, Vol 1 (January, 1944), pp. 221-225.
Goslin dcscribe.s a plan to get all the teachers to work together on tlie
problem of tlio moment, consideitng all factors iii the problem The author
comes to the conclusion that the faculty is really more than tlie “sum
total of the abilities, experiences, and personalities” of llioso who com-
priso it
Annotated References 273
103. Green, Roberta, “After-School Conference,’’ Clearins. House
Vol. 18 (September, 1943), pp, 45-46.
This article sirows bow a teacher with a calm, unprejudiced atutude
helped a child go directly to the heart of a problem.
104. Gheene, Charles E., “Toacher.s Need Responsibility, ‘When They
Got It They Giow,’’ Nations Schools, Vol 28 (August, 1941),
pp, 49-50.
This author thinhs that there is no such thing as mass education, tliat
there can be only cdiuation of uidividuals This, article about bow to gel
teachers to accept adiiiinistrativo responsibihty has some interesting points.
105. GnEENSiiiELiw, M. J , “Big Timbei’s Teacher-Helper Plan,’’
American School lioaid Journal, Vol. 104 (April, 1942), p 20
For seven yc.ars this town has worked out a plan of having teacher-
helpers. They have found it very helpful and are continuing with it until
tliey are able to h.uc as many teachers as they feel are necessary Some
lugli-school stiidmils who had giadiia'cd from llie eommeicial department
helped as did soiiio students wiio bad not graduated,
106. Hanna, Paul R , and Rosc.iich .St, iff, Youlh Seioes the Comma-
mtij (New Yoik; D. Aiiplolou-Ccntuiy Company, Inc., 1986),
pp. 21-22. Publioiitiou of tho Piogrc.s.sive Education Association
“Clnklron and youth, miliums of them tim woild over, restless witli
tremendous cneigu'sl Cnmtuunilics . . . cmhraeing tlio conditions and die
materials from whuh wo in.iy create a far more ideal environment for
better living! On tho one hand, the great oneigy of youth lequiring only
a dynamic pui|iosi' to m.iho that hiicc tlic most constriielive factor m social
progress On tlio nlhci li.iml, ciiltiiii's noli in potentialities, needing a great
conslruclu’e foicc in ordi'r to uMh/e the ahnndanl human life which they
are c.ipahle of providing, To c’ociidiii.ile lliose two mighty resonices— to
harness the cneigy of youlh to tho task of . . . impioving conditions of
community life— that is llie sujiieiro cliallctigo to educational and social
statesmanship ’’
107. Harap, Henry, The Changing Cuiiiculum (New York. D. Apple-
ton-Ccntuiy Company, Inc., 1937), p. 36,
The author s.iys that an .nvilysis of the Inimnii hemg’s purposes or goals
shows that (luv aie multiple and varied Theie arc many reasons and pui-
poses behind inmiaii behavior and such behavior as truancy does not always
mean a liu k of mluresl m school. It may moan a goal of greater consequence
which has ini]MScd itself on tho pujiil.
274 Annotated Refeiences
108. Harris, Margaret, "Toacheis Are ‘Different’,” Educational Lead-
eis/iip, Vol 1 (April, 1944), pp 415-417
This IS an excellent article showing how the community and the teacher
could establish better relationships The author believes tliat if the com-
munity treats the teacher like a hiiinan being it will receive “rich dividends ”
lie lists conimiinily feelings of a negative kind which are general against
teachers but believes that teicliers havi' “inltiesls and gifts undiscovered
by the coiniminily.” He believes that the opportunity to share tliese gifts
would result in more rapid giowlh of the skills
109. Harvey, C. C , "A Challenge to High Schools,” Journal of Edu-
cation, Vol. 125 (Novcmbei, 1042), pp. 247-248.
Many lugh-school students arc now hitonng adults in their communities
through tlie National Honor Society, Chapters of the Future Teachers of
America and tluough scholarship committees of the student council In
soino communities the tutoring is offered only to failing high-school pupils,
lint in some commumlies the high-school groups are a part of the com-
munity adult education program. Tins article describes some real plans for
developing school-community appreciation tlirough sharing experiences be-
tween pupils and adults
110. Hawk, Hcibcrl, “The Principal as a Tioublc Shooter,” Amcttcon
School Board Journal, Vol. 102 (Febuuiiy, 1941), pp. 25-26.
Tills article discusses ways in which the principal may avoid troubles
With his faculty, and one of thoscs ways is through the handbook, He feeds
that it should bo revised frequently so as to express the changing philosophv
of the school Tho article discusses what the contents of tlio handbook
should bo.
111. Havvley, R. C., “Social Meetings for Teachers and School Boaid
Members,” National Elcmentanj Trlncipah, Vol. 22 (Decembei,
1942), p 91.
This article has a discussion of how Board mcmher.s and teachers meet
socially three bmes a year at very festive parties Tlie purposes of the
parties are to establish .sociality between tho Bo.ird and the teachers as well
as to allow the Board to midersland tlieir teachers bettor
112. Hedckinen, Elvi, “Teacheml Stop Griping and Fight for a Bettei
Status,” Clearing House, Vol. 18 (Januaiy, 1944), p. 297.
If teachers want to impose their status and gam the respect of others,
they need to do it now They should join discussion groups, according to
this author, improve their knowledge of world affairs to .such an extent
tliat tliey can have some influence in a community. If they think tliat
Annotated Beferences
275
a union would Improve tlieir positions, they should join it He feels ih.f
because of family pressnie many ro into the field who shonlrl ! ”
»« Cl», n. f«.K too tluj, ,0001,0„ collogot
the narrow thinking of teachers.
113 . IlrnnoN, JoImS., "The Community School vs Community Recre
Amcneem School Board Journal, Vol. 108 (May, 1944),
The Newaik Schools and the community program of recreation are
discussed in this article Tlicy liave had what they behevo to be a .snlenchrl
program of ctinimiinily recreation for 25 ycar.s and think that the citizens
of Newark behevo tho community recreation program may elTicientlv serve
the needs or tnoir citys youth as well as Uio adults. ^
114. Hickehson. J Allen, “War and Post-War Challenges to Teacher
Education,” Teacher Education Journal, Vol 5 (March 19441
pp. 127-132. ^ ^
no first ability which the teachers college should develop, according
to this autlioi, lor futiiro intelligent and cfrcclivo democratic citizenshm is
tliat of tho ability to rceogni/o and to define "tlicir individual, social and
professional problems and needs" (p. 128). ’ ’
ns. “High School Methods with Slow Learners,” Research Bulletin
of the National Education Association, Vol. 21 (October, 1943),
pp. 61-85. ’
This excellent article st.itcs that slow, retarded students should have
a chance to obtain n vvcll-roiindod schooling, Tlicy need sopaiate classes
individual inslruclion and guidante, and excellent teachers. Tlie responsi-
bility of educating those students must be assumed by the schools, accord-
ing to tins article.
116. Hill, Louise, "High-School Teach and Like It,” Journal of Edu-
cation, Vol. 127 (November, 1944), pp. 267-269.
“Miss Wilson” tolls about one day of leaching in high school. She was
supposedly a Icaelier of typing but really a guide for young hearts and'
minds Written m realistic dialogue form, tins picture of one day in a
lugh-school teacher’s life is luiraan and sympatlielic. She concludes that
there isn’t anytliing wrong witli te.iehmg scIiool-“it had plenty of glamour
and a great importancc-if she took tune to put it tliere” (p 269).
117. PIiuNiNG, L. Clovis, "Sound Trends and Appropriate Ambitions
of the Counseling Movement,” Teachers College Recoid, Vol 46.
(October, 1944), pp. 25-33,
276 Annotated References
Tliis article contains an excellent discussion of tlie value of preventive
work Tile author feels tliat the “real hope of the future” must be m
proventmg breakdowns (p. 26). He discusses tlie importance of tire
counselor having a friendly relationship with the family of the pupil and
of having confoiences witli tliem He believes dial skilfully conducted
conferences with family members need not necessarily violate the con-
fidence of tlie client. Counselors should have courses about family situations
and interrelationships, accordmg to this autlior.
118. HoLLiNGSriEAD, Arthur D., Guidance in Democratic Living (New
Yoik. D. Applcton-Ccntury Company, Inc., 1941), Chap. VII,
pp. ] 19-134.
The autlior gives a detailed discussion of “The Teacher and Her Group”
and shows how pupil participation and planning stimulate thinking and
develop abihlies in solving tiieir own problems. He feels that growth in
cooperative living demands tliat a teacher be only a part of the teacher-
pupil planning
119. Hopkins, Elizabeth, “My Pupils and I,” T eachers College Journal,
Vol. 14 (May, 1943), pp. 100-102.
Hopkins describes how pupils become friendly, yet respectful, and how
eventually llicy dropped into an apartment sho shared with another teacher.
Being able to sc>e the pupils and for the pupils to see her m an informal
atmosphere seemed to develop a mutually iriendly respect.
120. Hopkins, L. Thomas, Interaction (Boston. D. C. Heatli and
Company, 1941).
Tills stirring book is a challenge to administrators and tcaclicrs and
an inspiration to tlioso who believe firmly in a democratic way of life. The
author believes that “tlie cause of democracy is won or lost with youdi
by tlie time tliey have completed high school— or before they cast tlieir
first ballot” ( p 16 ) To those teachers who have an earnest, sincere desire
to contribute to the democratic way of life through tlieir teaching and
their livmg, tins book will prove of inestimable value.
121. Hopkins, L. Tliomas, “Making the Cnriiculum Functional,”
Teacheis College Record, Vol. 43 (Noveinbei, 1941), pp. 129-
136,
Tlie author feels tliat there should be cobperative effort on the part of
teachers and adulls “to help children discover, study, and satisfy tlieir
needs as intelligently as possible tlirough operational process guides rather
than tlirough end goals fixed and controlled by adulw’ (p. 132). His dis-
cussion of the process of plannmg may stimulate some real thinking m tlie
Feld of curriculum plannmg.
Annotated References 277
122. Hopkins. L. Thomas, "Seniors Survey the High School,” Teachers
College Rccoul, Vol. 42 (Novembei, 1940), pp, 116-122
Tlie aiillior lulcn U'wod alinul a lliousand .seniois in high school to
ascertain wlut suggestions ihey would make to improve secondary schools
Above all things tlicy s.ud lh.it they would .stall the .school with people
who will ‘'\K'w piipils as hinii.ni hcings” and who would be willing^ to
guide in thu solving of pcr.sonal problems with sympatliy, understanding,
and helprulness'.
123. IIoHN, Thoin.is D., "Two Ycais of Teaching Have Taught
Me . . . Join >wl of Education, Vol. 126 ( March, 1943) , pp, 86 ff
After having had two years of cspenenco this teacher discusses what she
wishes she had kimwii wlien she began her work m getting along with
her assotiates, woiknig with pupils, and making hei hiunan relationships
and proh'ssinnal leelini(|ues as aclefiuate as possible This article has
numerous practical suggestions for tlio new teacher as wcU as for the
"old hands.”
124. Howk, Nelson T., “Fotn Seldom-Mentioned Qualities of Superior
Tcacliois,” Ohio Schools, Vol. 20 (Scptembei, 1942), pp. 288-
289.
Tlie author diseiisses four qualities which, ho feels, have mot been
stressed suffitiently in describing .superior teachers. Tiiey “go where dieir
pupik .ire,” lake euougli liuie, to allow children to grow at their own
rates, rcali/o tli.il some pupils liave more mental ability than die teacher,
and are not pcifcctionistic.
125. IltiLKi’isir, II. Goidon, "Tho Direct Emphasis Upon Democracy,”
Echicalknuil Molhod, Vol. 22 (January, 1943), pp. 167-170.
Tliis author feels that wo luiven’t developed enough patience in our
society, that we have rushed at life jn such haste that we have lost our
appreeialiou oC luiiu.iu values'. In such a rush we arc in dangei of charao-
tenziug democracy as a 'lime's a-wosting” philosophy and procedure.
126. Johnson, Ileiboit F., "Teacher Leadership in a Community
Fouiin," Naliojud FJementartj Princijiah, 21st Tearhooh, In-
Seivico Giowtli of School Personnel, Vol. 21 (July, 1942), pp,
379-381.
This article desenlies why there are mnsundorstandings between teachers
and parents and discusses a project on a commumty forum This panel
brought much value to staff and community The author felt that the
panel members de\ eloped good-will in tlie community, and panel forums
should bo a part of the scliool-conimumly relationships wherever possible
278 Annotated References
127. Keef, Dwight L., “The Teacher’s Time,” Unpublished Master’s
Thesis, Teachers College, Columbia University, 1928.
Tins thesis slates that planning her program before going to school
enables the leachci to have nioie time for recreation. The time spent in
actual instruction averages 28 hours a week, but this does not include
evening work, The pieseiil trend of thought is dial the teacher who has
loisuio lime and uses it to good adv.inlage is a better teat her than the
one who siicnds her leisure woikmg out the nest day’s Ic’sson. The autlior
points out that the teacher needs active, not passive recreation,
128. Kieley, Earl C., "Why All This T.ilk Ahniil Woikshopsp” Edu-
cational Leadciship, Vol. 2 (February, 1945), pp, 200-204.
Tins splendid article .about workshops stresses tho fact tliat people want
to Ic.im, want to en]ny .i group cvjjencnco if they have an opportunity to
Icain that which is import.int to them, and that teachers should be allowed
to make contributions on the level on which they are able to make them.
Tlicre IS a good description of group methods and democratic proccduie
111 this article.
129. KiLPATnicic, William Heaicl, Group Education for a Democracy
(New York: Association Press, 1940).
There is a vciy broad point of view capicsscd in ibis book in a chapter
titled, "The Teacher’s Place in the Social I.,ifo of Tod.iy” (pp 29-40).
Tlie author suggests that the tenebor has a part to play in the school and
in the community and he picUiios licr as a far-reaching mfluenco piovided
she uses calm delihciation lalhcr than plunging inationalily
He discusses further those school systems in whicli tlie "hno and staff”
theory is operative and says that in such cases thought and act are sepaiatod
"much as in .slavery.” People are indifferent to public welfare because tliey
linve been taught not to think as they act. There is an cscellent discussion
of how to develop actmg witli tliinking (p. 23).
130. Kirby, Byion C., "It Seems to Me,” Journal of Education, Vol.
126 (May, 1943), p. 160.
Tins author behoves that parents deserve consideration from the school
faculty in regard to their children as the p.ironts can often help the soliool
with its problems. He thinks of educ.ilion ns a “coopcinlivo alfair” in which
parents come to the scliool and teachers visit tho homo and nU forces
in die whole school unite for die good of all.
131. Klopp, W. J , “Guidance Needs to Become a Reality,” California
Journal of Secondanj Education, Vol. 18 (Fobiuaiy, 1943), pp.
110-113.
frorKS;,,???.^. -C” " ■“™*p -s
councils, pLm luliiU cdn fecl^ 4o n ’
groups, diioct dr.unaUu aM*'*'"! uin^ ‘’’“t “s it is i
otlier inlciosts in tlio co organize com ®
‘'""litlUv ' 'I'o ° Joctures, lead ^'""''iiiity
134, KosTF.NiiAnrn t . ' munity, and carrv '^'®®'’®®ion
288-289. ,
TI,,! «ua,or l.ollcvo, 1, ' '■ 126 (DecS; '‘{g°j);*p-
help the children to holn n^'liortanL®, “nd important elemo •.
“dirlT-Jowi pacrls'^'^V W3c^
ge6.o, 6.0 c,„H ““H
135. Lammel, Rose. adults worhTnVto
Living in a Doinoc, f_„ , , t’ to-
280 Aimotated References
The characteristics of an individual who is growing toward his greatest
health as one wlin is “gradually achieving a consistent and unified outlook
on life,” are desciibcd m tins article The aullior goes on to .say that he
understands his conflicts and shows a real interest in solving liis problems,
seeking always new ways of resolving conflicts She bohes'es that the
growing person is one who is interested in becoming an increasing contii-
butor to democratic ways of life.
136. Landis, Paul H., “Social Problems’ Couise in ITigh School,”
Journal of Education, Vol 126 (January, 1943), pp. 11-12.
Tlie appioach this author would make to world mulcislanding is that
of undcistanding the reasons back of wars, tbe gii i d of n.itions, trade
and coloiiivation, baniers which retard the ccommuc giowth of other
nation.s, and the social problems of the human lace lie holies cs that it is
necessary to study the ideologies of different groups as a first essential
of mtemalional coopeiation
137. Landsdownf,, James D , “Tlie Teachoi as a Poison,” Journal of
Education, Vol 126 (November, 1043), pp 256-258.
The author has made some important snggeshons lor improving the
profession of teaching if it is to obtain the "glory” to which it is entitled.
He says that the community lays such a heavy hand of ociisoiship on the
teacher’s personal life and dress that "Hie sjiark wliith would make the
teacher a flaming ttiieh of inspiration for youth is cslMiguislu'd” (p 257)
And again “The heavy foot of community sadism must he lilted fiom the
neck of Uio teacher” (p. 257).
138. Leauy, Margaret, and Othens, “Tho RAlo of llio I’cacher m
1940-41,” Education Trends, Vol, 8 (Scplcinbei-Octobei, 1940)
pp. 24-27.
Because democratic development is ihroatcncd from withm as well as
from without, these authors present some suggestions about the rOle of
the teacher, not only m 1940-1041, but for the iu-\t few yeais Their
discussion is far-ieaehing and has n long-r.mgo point of view. They would
suggest intensive teacher pleasures and interests m the community in all
matters of a national basis whether or not coiilioversial.
139 Lewis, William D,, Democracy’s High School (Boston; Houghton
Mifflin Company, 1941).
This shrrmg httlo book is rather strong in its denouncements of high-
school sororities and fraternities and says that undemocratic loyalties to
these organizations is llio foundation for loyalty to futuio political parties
which may even bo tools for public demoralization.
Annotated References 281
140 “Life in a Fish Bowl,” Teachers College Journal, Vol. 14 (Mav
1943) , pp. 97-98. ’
The unknown .inllior of tins .stimulating article gives a picture of what
one teacher oxperitnicccl m a conummily that placed her in a “glass bowl ”
She, like most teachers, felt that she was a normal human being with
eustomary desires and feelings and tliat she wanted to express her tiue
personality. She wanted to “dance, to laugh, to bo undignified,’ but was
always concerned heeause soineono would say, “Tut, tut, my dear.”
She had to set a good example for her pupils.
141. Lttti.k, llnlh Coyner, and Phnneh, Mildred S., “Motes, Beams
and Criticisms,'" Journal of Education, Vol. 127 (December,
1944) , pp. 301-302.
Tliese authors feel that one of tlie m.ajor characteristics of American
educators is tho "/e<il for self-improvement" and tliat tins zeal has been
both a strength and weakness. They discuss three causes of professional
criticisms which h.ivo como from tho public and what may be done to
alleviate tlioso onlieisms. They .should help the teacher make a professional
inventory.
142. Lloyr-Joni'S, F.slhci, “Education to Diminish Delinquency,”
Teachers College Rccord.'Vol. 45 (November, 1943), pp. 84-90.
Questions .surh as, what makes for delinquency?, what are the schools
doing about it?, what should we do about itp, and what is still needed?
are answered m this condensed and comproheasive article about the prob-
lems of youth. Tho author feels that tho approach to delinquency should
he through niultiplo sources, tho school, tho home, and all tho community
agencies. She feels that stopping tlio crime wave will require mtelhgence,
skill, imagination, and energy to tho fullest degree. Tills article is a vivid,
clear picture of the comple,Mly of juvenile delinquency.
143. Lloyd-Jonts, Esther, and Smith, Margaret Ruth, A Student
Tcrsonncl Progiam for Higher Education (New York McGraw-
Hill Book Company, Inc., 1938),
Tliese authors point out the vahuis of records and tests to diagnose and
study student behavior and feel that cumulative records are a vital part
of the whole personnel service. Tlicy give an excellent description of tests
and otlicr data which should bo a part of tlie permanent files.
144. Lyon, George W., “Getting and Giving In.spiration,” Journal of
Education, Vol 126 (May, 1943), pp. 147-148.
It Is the teacher’s r61o to give much inspiration to those who come imder
her tutelage or within the orbit of her professional life, accordmg to this
Annotated References
284
Tins author discusses the fields of thought and learning which the
teacher should master through long and patient study He believes that
knowledge and achievement ui personality growth and in learning to live
demoeratioally are of paramount concern and that techniques of teaching,
method, and cuiiiculum knowledges are of value.
155. Miller, Joseph, "Children Need Your Friendliness,” Instructor,
Vol. 53 (May, 1944), pp. 14-15.
The point of view tliat teachers and p.irc'nls of today nuist picpare the
child for the world of tomorrow is presented in this article. Early school
life often has a direct influence on the person’s later life. The author feels
that It IS not easy to convince children that ediieation is piimarily con-
cerned witli their welfare He gives an interesting discourse on tlio relation-
ships between teachers and pupils and discusses tho need the child has
of the teacher’s friendliness.
156. Moore, Elizabeth, "Teaching Is Grace and Johnny,” Journal of
Education, Vol. 126 (December, 1943), pp 287-288.
The need to afford opportunity for the child to relievo himself of feelings
and the mental blockings that occur in school work because of life diffi-
culties which are too heavy for young shoulders is discussed in an interesbng
story about Grace and Johnny.
157. Morgan, John J. B., Keeping a Sound Mind (New Yoik: The
Macmillan Company, 1934), Chapter XV, pp 415-431.
In an e\ccllent chapter on Self-Confidence tho author points out the
concept of fear as an escape reaction and suggests that it is higlily valuable
at times but only as a temporary reire.it. It should occupy hut a small
portion of our living, when habituated il causes habitual failuies.
158. Mulford, Herbert B., "Tho Teacher and tho School Board
Coopeiate.” American School Board Journal, Vol. 102 (June,
1941), pp. 18-19.
Tins autlior brings out die point that tho Board needs to be trained
for the task and that they need many more contacts with individual
teachers instead of representatives of the teachers Tho discussion of having
teachers visit tlie Board meetings is mtcrestlng.
159. Murray, Elwood, The Speech Personality (Chicago. J. B. Lip-
pincott Company, 1944).
Although this hook does not give tlie entire program being conducted
at the University of Denver, numerous suggestions contained m the book
give clues to tho program of personality growth of teachers who are pre-
paring themselves for elementary or secondary teaching.
Annohitecl References 285
160. Muiisi-i.i., Janif's I,, Edtualion fni American Democracy (New
Yoik; W. \V. Noitiiii ix C.ompany, Inc., 1943), p, 474.
Munscll pniiits mit that the <;tluiok need self-confident teachers who
arc “rootl'd in thf life tirniind tlicin,’' who enjoy the respect of die com-
munity hei.tnse they di arse it. 'this book is wrilleii with bimphcity and
beauty of sUle anil uiiit.uiis some ext client suggestions of a practical
natuiu.
161. Myiti':, Alnii'/d P., "Tlu' Rdlo of Education in the Post-War
Wmki.” I'ditniiim, I'ol 64 ( Deccniher, 1943), pp. 231-238.
One of the iii,i|(ir lihiiubts of the l.ist wni, accoulmg to tins author,
was the f.nlnie of world stalesnu n to realise that peace education must
play a iii.ijor I'Ale in the uiaintenance of peace. lie would insist on an
Inteniatinn d 1 ilin .ition (tlfii e and "proclanns” di.it the schools have a
vital part to pl.i)' in the ^xistwar world
163. NtTinvu, HirnrATiov .AssnrrATiON, Schonl-Commmity Rec-
reation lithitii»i\ltij>s'. 31.’) Fonrlh Avenue, New Yoik City. 1940.
The NEl.iS, in.ide a study of eleven (itics in Ohm to nseertam the "com-
mninty reinMliun s(r\ir<"s furnished by school authorities” and to learn
the estent <4 i nni irr.it urn Ivlwrrn the selionls and otlier loc.il agencies m
the Ifieiil reeie.itiiiii puigr.nn. All eleven cities had year-round recreation
proi'r.inis .eul ni nine tin re is .i person enijiloved full time for recreation
of the yonlh of the eoinimuiilies. 'flic .mthors report that ,ill of the school
adniiiiislriUois reali/ed the need for oiil-of-sthool programs to some extent
and all of them tboia'hi the •.ehtiol 'lumld furnish n cic.ition for in-school
elnidren dnrliig tlu n ler.nre hours
163. Nt it t„ a. Ft , The Trnhlem Teacher (New York; International
Ihiivei'sitios Press, Iite., 1944).
A satiue.d lioiu'sty in faeiiig llie Irnlh about educational dishonesty is
exjiressed in tins book wbuh de.ds o|H‘iily with vital Issues In education
The author .says tli.it “until the schools arc humanized," teachers cannot
bo human or honest, tidnr.
104, Nr:r-SON% Ira L, “Tlio TTniversity of Texas High School,” School
and Suciatij, Vol. 44 (August 22, 1936), pp. 250-251.
Tlio cdue.ition.d elitiic of the school is one of its most outstanding
features Nvheii it is clfeetivc, according to this autlior He describes the
clinle wliuli IS being conducted m his local school m which diere is much
work on the maLuljnstinwiU of pupils and offers an “advisory service to
parents of iho pupils who ar» enrolled in the school.
286 Annotated References
165. New Jehsey SECONDAny School Teacijee’s Association, Guid-
ance Sorvice Standards for Secondary Schools (Tienton, N. J.:
1937), pp. 17-44.
The thousands of children who participated in this excellent evaluation
of guidance needs show a great concern about pioblems in the "human
relationships’’ aiea. Students’ questions show concern about the relationship
among boys and girls and a desire to learn how to get along with their
teachers, tlieir peers, and tlioir parents. This is an excellent .study.
166. Ojemann, Ralph and Wilkinson, Frances, "When Teachers
Know Their Pupils a,s Pcisonahtics,” Childhood Education, Vol.
18 (Januaiy, 1942), pp 222-226.
The article discusses the fact tliat if teachers started to correct behavior
problems, or prevented them, it would lead to much more beneficial results
tlian if they wait until the child’s problem is serious. The classroom
teacher should have at hand all the information about a child’s personality
in its many aspects if she is to detect the beginnings of behavior disorders
167 Olsen, Edward G., and others. School and Community (New
York. Prenticc-Hall, Inc., 194S).
Chapter VI of this excellent book is a thorough discussion of "Resource
Visitors,” contains suggestions of how to plan for the visitor and other
information tliat would be invaluable in a similar undertaking This entire
volume IS of ineslimalilo value to tlic classroom teacher, Tlie "ten bridges
between school and community” arc splendid
The author feels that it is rcrogm/.ed today that the core euniculum
should contain study in tho problems of human living in local, regional,
national, and even intcrnalional cominiimties.
168. Pauk, Dorothy, "Tho Only Discipline Tliat Woiks,” Journal of
Education, Vol. 128 (May, 1945), pp. 168-169.
Tlio author discusses how she had rofiaincd from making a sarcastic
remaik to a pupil who wa.s being annoying in study hull, and, instead,
inquired about Ins purposes and found that ho was not really being mis-
chievous There follows an excellent discussion of discipline and ways of
motivating children die "right” way.
169, Pattehson, John C,, "Our Schools Promote Inter-Amencamsm,”
Journal of Education, Vol. 127 (Febuiary, 1944), pp 43-45.
Tile contributions to inlcr-Americanism which are being made in a
number of city public schools are discussed in this article as well as the
attempts to promolo inter-Amcrican relations in some of tho republics south
of us. Clubs, art, music, and even classes are discussed and the work under-
Annotated References 287
taken in Raltimnn’, Nk'w York City, Lexington, Ky., Detroit, and other
cities is oiled as stiiiuilaliiig greater iiiteiest outside the U S.A.
170. Pi Nit \i n. Randall R.. “Spc.ikiiif' of School,” Journal of Educaiton,
Vol ld7 (Maiih, lfM4),pp ‘JO-100.
A tloai-iiit point of MOW cmiceiiied willi pupils’ attitudes toward otliers
is expressed iii tins slioit article. 'I lie aiillioi lli.uks that Ainoiica’s strength
IS in its tolerant e for {illiers’ opinions and heliels, hut tlial its weakness is
in its latk of respet I for the otliei person's feelings, lie would begin
the growth prut i ss hy teaeliing Llnldien to tliiiik ol, to respect, and to
show regard for the other pi rstm— liasie ingrodieiils of democracy.
171. Piiitfi, Paul R., “Crowing with Each Other,” Educational
Leadership, Akil. 1 (Januaiy, 1944), pp. 217-220,
Tlio author helieses that the liigh school should provide experiences
and opportunities for giowtli in the interdependent living which is neces-
sary in a denioeraey, that parents, .students, and the community should
work togctlier in the o\’cruU curriculum phimiing IIis discussion of die
towii-liull typo of ineeliiig in assemblies was very helpful and stimulating
to pupils.
172. PiiKAXi N, Allen Mathia.s, “In Pur.suit of Happiness,” Education,
Vol. 04 (Novcmbci, 1943), pp. 178-182
This is an inteieslmg. conunon-sense article on how teachers can be
happier. He feels tli.d they li.ive a feeling of being rushed because they
do iiiueli unneiessury work. lie suggesls pupil cooperation m the school's
work I’alieiiie will he iiii reused it le.ieheis c.iii leain to accept children
for wluit they are and to see their strong points as well as their weaknesses
173. Poni.nn, Paul, and Tin.sfAN, Viola, “Child, Parent, and Teacher
Work 'rogclhcr in a New Jersey City, Educational ^athod,
Vol 22 (Dm-mbcr, 1942), pp. 132-135.
Tlie favorable results on both teaclicns and pupils which came from
the discussion groups and pari-nt-tcac lier contacts which were developed
m this New Jersey city are evaluated in this interesting little article.
174. PiiALL, Cbailcs E., and Cosiiman, C. Leslie, Teacher Education
in Sendee (Washington, D. C ■ Coniinission on Teacher Educa-
tion, 1944) . A publication of Ibo American Council on Education.
Thw compreheiisne three-year study of what the schools over die United
States are doing in teaclier cducaUon doseribos all kinds of activities which
arc being forwarded in our country. Fourteen school systems or system
cluster.s weio included in the study of tcdiiiiqiies which are frmtful fo
leleasiiig llic powers of teachers in service.
288 Annotated Helerencos
A supervisor m Los Angeles County has pointed out that oren dining
professional talks teachers make "numerous references to peisonal pioblems"
and that duiing informal moments they want to discuss tlicir love and
marital problems, ambitions, oonllleis with Iheir cnllcaguc s, inability to
win the esteem of their admimsliators, and other distressing dilemmas they
are experiencing
175. Phescott, Daniel, Emotion and tho Eduoaitvo Process (Wash-
ington, D C. Anioiioan Council on Educiition, 103S), pp. 252-
281.
Tins author discusses tho total personality needs of teachers m an excel-
lent chapter and lists "finaneuil and oeeupational .scciuily and ficodom
from woiry” as one of the ten pensonalily needs of teaihcis. Ihe eUaptei
is broad m point of new and discusses tlie frustrations as well as the
successes probable in teaching.
176. IlAtm, Giant, ''Community Interaction on Postwar Pioblems,”
Tcachcts Collage Iiaaoid,V6l 43 (November, l()'13),pp 91-95.
This article describes the Council for a Lasling Peace m Ibo Milwaukee,
Wisconsin area The puiposo of the council, which included repieseiilativcs
from tlie seliciol, the liome, the community, and its xsirious agencies, planned
discussion groups, panels and forums, sought trained .sjieakeis, and reached
nut into tho oiilho community to .stimulate mleie.sl m listing peace and in
woild unity The rpiestions for discussion are interesting ana cliallenging
and tho committee woik outlined m the nrlitle miglil ho followed hy any
group of people who wished to work out through the coinnuuuly to nitercsl
aU people m world peace.
177. Randall, John A., “Tho Anecdotal Behavior Jomnal." Progres-
sive Educalion, Vol. 13 (Jamiaiy, 1980), pp. 21-20.
This article discusses concretely and hpecifically how to develop an
anecdotal record system and its valuu to the teiielier. Tlio author points
out that tho tcMchcr can wuto six anceclolal ret ords in lillcoii minutes and
could do so each day, dcvolopmg a real record .system of anecdotes.
178. Rasey, Mario I., "Why Is Everybody Tired?” Educational
Method, Vol. 22 (May, 1943), pp. 300-373.
An amusing but profound .study of fatigue m leathers might ho a sum-
mary of this article. Rasey describes a kind of muscular fatigue winch is
relieved after a ceitam amount of rest and then another kind of fatigue in
winch ono is “good and mad about it” and winch is not con in led with a
cerium amount til ie.sL. She describes vividly tho frustrnlious and o,xporiences
of tho leather in a sympathetic, understanding way
Aniiolaled References 289
179. REtNiiAHDT, Emma, 'How to Majke Teaching Attractive,” Journal
of Education, Vnl 127 (May, 1944), pp 15S-157.
Every te.ulur has a respmsihilily toward tlio profession, according to
this article, aiiil Ihe author discusses what teachers can do in the way of
salary', leiiure, and reiirenu-iit to make the profession more attractive to
outst.indiiig jomig people.
180. HiixnvAY, Janu's M„ "Our Schools Do Half a Job,” Journal of
Eduvcitum, Vol. 12(1 (Kcjvonibcr, 1943), pp. 254-256.
In this ihimuhl-priivokiiig article' the' author states that die schools are
doing only hnlf a joh and one of the reasons is locali&m. He says that
cdueatiem is ''Incal in ge'iieral plan, local in execution, and local in pers-
peclisii" (p 2“1), The iiiteniiilioii.ilism which will ho needed m die future
depends on how Well ctUu ated people are m national and international plans
and politics. 'I his \ital and ihallingiiig article on what education must do
to educate youth not only to a consciousness of a bigger world than die
community lint to a desire to take part in the formulation and development
of internuttonahsin makes good food for tiiouglit.
181. Rivlw, Ilauy E., Educating for Adjustment (New York: D
Applctoti-Cloiilury Company, Inc., 1936).
Tills hook li.is been wnttt'n especially for teachers and contains especially
good disdissiniis .iliout the pcisonalily of tho teacher, the responsibility
of the leaelier, tiiid the relationship of the teacher to associates, administra-
tors, and to the eoinmunity. The discussion of tho mental hygiene of die
teacher and the rfile of the cuiniminily is especially relevant (p. 14).
182. hivi.iN. TT.iny F.., "Tito Personality Problems of Teachers,"
Mental IhjgU'iu', Vol. 23 (January, 1939), pp. 12-24.
Tlio author s.ws lluil the healthy teacher personality has real for the
profession and an interest in the process of education, a conviction that
education is siguifieant, a .sense of self-confidence m sufficient degree to
lecogiii/c the problems whuh aro inherent in his work so that he can
meet them, a lu.dtliy response to intelligent criticism, and an unbiased
and unprejudiced attitude toward pupils.
183. RocKrFr,i,i:.r.n, Nelson A., "Education Is Removing Barriers,"
Journal of EducaUon,yo\. 127 (February, 1944), pp. 49-50.
Tlie author di'seribes the educational work that is being conducted by
die Inter-Aniwicjii Educational Foundation. He slates that the Coordi-
nator’s OITicc is charged with two responsibilities— a comprehensive educa-
tional program in c tiuperalion with all other American ^ republics and
activities wlueh will increase knowledge and information in diis country
about iho others. 'Ihe.so activities include die distribution of teachmg
290 Annotated Hefercnces
aids, consultant services to schools interested in furthering inter-Amcrican
afFairs, institutes and lectures over the country, contest, workshops, and
preparation of material for teaching Spanish and Portuguese over the
country
384. RoETiiLiSDERGEn, F. J., Management and Morale (Cambiidge,
Mass.! Harvaid Uiiiveisily Pic.ss, 1941).
This book describes at great longtli ibo Wcslvin F.lt'cliic roscarches,
wbicb show lliat merely providing higher p.iy does not hung giealer
efTiciency, tli.it the salrsfaetuiiis on the ]ob imist be tonsnlered as very
important to the successful fniielioning of the mdivubi.il.
The author points out th.it the soci.il life .wid social recognition received
in one’s pkice of employnienl, us proved by the rese.iieli, .ire of vital
importance to an individu.il and th.it these social needs .iie of ninth greater
significance to the individu.il employee than sal.iry or working conditions.
185. lloETiiLisnEnGEii, F. J., and Dickson, W. J., Management and
the Woikei (Cambiidgo, Mass.. Il.uv.ud Univeisily Piess,
1939)
This outstanding study condueled in the pl.inls of llie M’cstein noctiio
Company .shows that luiving the oppoilmiily to l.ilk mil oiu'’s piohlems lo
someone who is a symputlictio and undersl.uuling listener f.u'ilil.Ues cfTi-
ciency in industrial production nuno lliau wages, hours, or working
condilions This ctluiustivc research leads to one outstaiiiling u'tonitnend.i-
tion— llic development of counseling seivices lo assist employees m meeting
personal problems
186. Rogers, Carl R., CounicUng and V.si/chothci aptj (Rosloir Hough-
ton MifOin Comp.any, 1942), p. 18.
This hook presents a now point of viow in emmselmg. The .iiilhor calls
il a “definitely structured’’ process, his point of view liemg ih.it llieie
■should be a structured but penmssive relalioiisliip between the eounselor
and die counselee so that the client may gam an under, standing of himself
sufficiently to gain insight and desiio to solve his own dillieulties. The
audior believes diat die client must desire to work out his own dilemmas
to such an extent tliat not to do so is impossible
187. Rogers, James F., “The Health of the Teacbci,” School Health
Studies, Bulletin No 12 (Washington, D C., 1026).
This bulletin points out that teachers, who have been seeking more
education along health lines and becoming more conscious of health proli-
Icms. have developed better habits of caung for themselves and lliat they
are absent from work because of illness less frequently di.in employees
in other voo.itions and are absent fewer days at one time.
Annotated References 291
188. RosrCKANcr, F. C , “Picseiit-D.iy Challenges to Guidance in
Secondary Education ” Edncatioml Trends, Vol. 8 (September-
October, lOdO), pp. 13-17.
Tlie author, like many le.iding educators whoso work is appearing in
educational niag.i/ines, stresses the great need for emphasizing persons—
not iuhjeits He fills that guidante persons have a unique opportunity to
sec tlie total person in a total situation because it is not departmentalized
Tlio challenges lii' suggests in the methods of guiding young people are
real ones,
189. Ryan, Calvin T., "Into the Home by Way of Books,” Journal of
Edutatwn, Vol. 126 (Fdiuiary, 1943), pp 42-43.
Helping parents to become book-eonseioiis and aware of the value of
books whieb are written for them is discussed m this article Building a
relationship in which the teacher .ind parent work together on the problems
of youth IS a first essential, .md the wise teacher will not force books on
a parent liiit will try to guide tlie parent toward a realization that many
ways of meeting urgent life situation-s ni.iv come to her through reading
Tlie author feels that parents' inav he guided hy the teacher who is able
to siu'gest books for parents- and who establishes a relatioaship that is
amenable to siuli suggestions.
190. Sat.a, Patiliiu' J., “Am Teachers Teaching Children?” Texas Out-
look, Vol. 27 (Aptil, 1943). p. 63.
Tins author’s defimliim of teacliing is one that will make any teacher
slop and llunk. .She eoiieeises of it as a pWsure in which the teacher plays,
works, disciplines, ,itid guides the ihild loward finding himself in the
present and future
191. .SAr.istnniY. Raeliel. "Conospond with Latin America,” Journal
of J'lducalion, Vol. 120 (Janu.iiy, 1943), p. 20.
Tlie niethods of beginning eoiiesporidenec with teachers and leading
lo inter-pupil correspoiidetiee with people in Latin America are discussed
hv this aiillior. .Sh<> gives full data iihmit contacts which should he made
and methods of ohtainmg eshihits, portfolios, and other material for class-
room study.
192, SAYi.oit, Galen, “Tmnover Among Nebraska Public School
Teacheus," Journal of Educational Research, Vol, 33 (Septembei,
1939), pp. 114-121.
A study was made of the teacher turnover in the state of Nebraska, and
some interesting eoiulusioiis were reached. It was found that of
turno'ser vanes inversely with si/e of the school system, tliat high-school
292 Annotated References
teachers are dectcledly less stable tlian any other group, tliat involuntar/
witlrdrawals aecomit for a fovrilh of teacher turnover, superintendents are
more stable but have the liighest turnover because ot dismissal, and that
the four factors which ai count for almost 90 per cent of all turnovers are
transfer to a teachrng position rn another system, dismissal or attendant
factors, marriage, liansfcr to another occupation.
193 ScnoENiiOF, Madeleine T , "Adventures in Religious Tolerance,”
Jownal of Education, Yo\, 128 (September, 1945), pp. 190-191.
Tire author tcdls how a discussion ahoul the Four Ficcdoins In a group
grew into a desire to know and understand religious views in the com-
munity The class nieinhers developed some questions tllcy would like
answered and then set ahont learning the answers. The changes which
occurred in tire class make a fascinating story.
194 ScHnOFDEnMEirn, A. G., "The Value of a Parent Clinic,” Ameri-
can School Board Journal, Vol 108 (May, 1944), p. 42.
The authoi discusses the plan of teachcr-paront interviewing which
the Dodge City, Kansas schools began. The child’s good points wore
emphasi7cd at the same time that dilTicullics were discussed with parents.
Teachers felt that it was one of the most enjoyable exx>encnces they had
ever had in contaeling parents.
195. Scott, J. Cleo, "Obligation of the Teacher to tho Child,” Texas
Outlook, Vol. 27 (July, 1943), p. 36.
Instead of thinking in terms of what the school owes the children, this
article states that we should think ahoul what the tcaelu'r owes the student
The nuthoi believes that If le.itlicrs expect the child to respect tho
authority of the school, they must bo rcspeeled by the child.
196. Selkowe, Joseph, "The Mental Hygienist Looks at the Teacher,”
Ihgh Points, Vol. 20 (Apiil, 1938), pp. 17-24.
Selkowe believes tliat teachers' dilBcultles arise out of personal tem-
perament, teacher-pupil relalionslups, leacher-admimstraUir relationships,
and tho attitude of the community toward the teacher. Ho points out that
mental health for tlie teacher is no different than mental healtli for anyone
else.
197. Senior Business English Class, and Johnston, Mayme V., "A
I-Iigh School Class Considers Juvenile Delinquency,” Ohio
Schools, Vol. 22 (Februaiy, 1944), pp 54-55, 82-83, 90
In this splendid article which reports Uio thorough study of juvenile
delinquency by a class of twenty-eight students, tlie summary is made
293
Annotated References
thab tlie greatest percentage of delinquency could be traced to lack of
understanding and coopcialion in tlie homes, poor living conditions, and
thoughtlessness on the part of the townspeople.
198. SiiAti'EU, Hugh M., “Principles of Democratic Personnel Relation.,
ships m Administration,” American School Board Journal, Vol.
108 (April, 1944), pp. 17-18.
Tliis aiitlior lists the outstanding principles which should be followed
in the public school which would strive to be democr.'ilic. The pimciples
would include lespect foi all human personality, of ability and accomplish-
ment, and a desire to know fellow workmen
199. Sinks, Thomas A,, “Community Contacts and Experiences That
Are Vit.il,” Natiorud Elementartj Principal 22nd Yeaibook, The
Fioniline of Demociacij, Vol 22 (July, 1943), pp 376-380
Tins article is an excellent discussion of how a class mteiest in the
community grew into a class visit to the Board meeting One member
spoke of the need for a swimming pool Tins article is Uie story of how
the children slured the work of tins community project
200. Skaud, Aase Gatde, “From Whence Their Strength,” Educational
Lcadc! ship, Vol 1 (Octobci, 1943), pp 17-20
Tlie story of the teachers of Norway and their united rebellion against
Na?usm is told m tins articlo It is a story of wlwt each and all suffered
at the hands of iho Nazis. The loyalty of these people to their profession
and to each other is long to be remembered.
201. Smith, Donnal V., Social Learning (New York- Chailes Scrib-
nci’s Sons, 1937), p 29.
The author feels that the point of departure m studies of society or
the commuuily must begin with a primary group and that the school
group IS an excellent beginning because it is not as complex as some
other groups and it gives llic individual his earliest and complelest ex-
perience of social unity.”
202 Smith, Elbridge M., “Study Demociacy Wheie You Aie,”
Journal of Education, Vol. 126 (Febiuaiy, 1943), pp. 56-56
Only seven days were available for die study of the community at Corn-
wall, New York High School, but the author concludes drat, although it
was too brief a time, die pupils, the school, die paients, and die towns-
people woie more dian gratified at their result The author describes
concretely what was done, die results, makes criticisms of the study, and
gives detailed infoimalion of seven full days
294 Annotated Rcfeiences
203. SMiTTEn, Faith W., and LoNsnAEC, B. J., “Including Teachers
and P.iicnts,” California Journal of Elementary Education, Vol.
11 (February, 1943), pp lGl-180.
This is an e'cccllenl description of how teachers and parents were
brought togcthei to study and correct the problems both were having with
children At the end of two years it was found that parents had a deeper
interest in the school program, they were less negatively critical of die
school, they hud a deeper understanding of children’s behavior, and a
greater knowledge of their needs Teadiers lecorded more information
about each child, realized that there ssero iiiunermis factors involved in
heliavior prohlciiis, liad a greater awareness of individual dilfeicnccs, and
woikcd out more wholesome working relationships with children
204 SroKESArrN foii Some or uii; Onrnii Amcricas, “How Can
Intercultuial Tics Be Shengtliciicd?” Journal of Education, Vol.
127 (Fcbiuary, 1944), pp. 45-47.
Rodolfo Michels, Anibissador from Chile, has said that the unity of
common piiiposes of democracy “will remain voiceless and incipient”
unless the people of the Ameucas can be joined together in “mutual
endeavor” through oducalmg tho people of the countries, nio title question
is answered by representatives of the oilier Amoucas in tins brief article
205. Stanford University Education Facui.ty, The Challenge of
Education (Now Yoik' McGraw-Hill Book Company, Inc.,
1937), pp. 360-361.
Tlieso professors think that some knowledge of ennimunity, auxiliary
agencies m.iy he utilr/cd tlirough the counselor in social, reercation.il, and
vocational training of yoiitli They suggest also that tho follow-up service
of youth after leaving scliool should he a p.irl of tho work of tho counselor.
Throughout this book Ihcro is stiess on community contacts through
teachers, administrators, and all of the faculty of the public schools.
206. Stevens, B. A., "Steps Toward Improvement of Instruction,”
Ohio Schools, Vol. 22 (March, 1944), p. 28,
Tho author lists seven procedures which tho alert teacher should observe
m < ’ ’ ’ ■ ’ ' have been nrcntioricd m Ohio Stale Department
of ^ They are that teachers .should c.ill on parents,
establish linn but considerate relations with pupils, encourage pupils to
examine their attitudes, bo friendly with problem pupils, make daily
opportunities for talks' with individual pupils, help new pupils adjust to
the classroom, and bo alert to Uio health of each child.
207. Strang, Bulb, Every Teachers Records (New Yoik: Bureau of
Publications, Teachers Collogo, Columbia University, 1936).
Annotated Refeiences 295
In this evcellent book about the value of records for teachers and sample
kinds of recoids, tlid aullior discusses vividly how one teacher helped
a pupil who was so filled with fears that she could not face her problems
in school (pp. 1-2),
Tlie author feels Uiat cooperation between teachers and parents is
embodied in personnel work and tlie personnel point of view, and tliat the
best way to gam tlio cooperation of parents is to have a genuine interest
in die child.
208. Strang, Rutli, Parent Counseling in the Practice of Various
Piofessions. The Dean,” Parent Education, Vol. 2 (April, 1935),
pp. 19-20.
Tlie auUior describes the land of student and parent counseling neces-
sary for a dean and states a pimciple winch applies to pupil counseling
at any age level when she says tliat the child’s problems point back to
f.imily relationships and that there should be both, child counsehng and
parent counseling
209. Strang, Ruth, Personal Development and Guidance in Colleges
and Secondary Schools (NewYoik- Harpei & Brotheis, 1934).
Strang lists ccitain steps in establishing a guidance program and points
out clearly that there should be faculty preparation and otlier steps taken
before a guidance progiam should be undertaken She feels tliat tliere
slioulcl bo preparatory faculty discussions and a steering committee ap-
jioinlcd, the guidance functions should be listed and these functions
dcsign.itcd to a certain individual or individuals, and gives other suggestions
21 0. Strang, Ruth, The R6le of the Teacher in Personnel Work (New
Yoik. Bureau of Publications, Teacheis College, Columbia Uni-
versity, 1935).
In describing some principles which should be followed m buildmg a
guidance program the author suggests tliat tliere is no one best guidance
program, duit it should ho developed m accordance witli needs.
211. Symonds, Percival M., "Problems Faced by Teachers,” Journal
of Educational Research, Vol. 35 (September, 1941), pp 1-15
A comprehensive study was made of tlie problems of a group of teachers
in a class m mental hygiene, and it was found that out of 94 mdividuals 48
had problems of family tel.ilionships, 16 of which were with tlio mother,
that 37 had problems of love Me, and that 12 had problems relalmg to
then positions. This arliele contains much valuable information conoem-
mg the kinds of problems whicli teachers experience
296 Annotated References
212. Symonds, Pcrcival M , “Some Empirical Principles of Child
Guidance,” Teachers College Record, Vol. 45 (Fcbiuary, 1944),
pp. 307-316.
This article gives some cvcellcnt points for the teacher who is just
beginning her work in guidance It .suggests lli.it guidance can never bo
thought of in terms of rules, forinula.s, or techniques and that every child
studied presents iinK|ue eliaiaetciisties which make a fiesli study necessary
213. Symonto, Pcic'ival M , "Suggestions foi the Adjustment of
Tcacheis,” Teachers College Record, Vol. 44 (Maich, 1943),
pp. 417-432.
The author .suggests that tho mcnlal-hygieno problems which confuse
teachers m.iy go much deeper than one might bo led to believe, that
they arc .a part of tho "structure of the individual personality” (p 432). He
suggests fiiithcr that .an attitude of confidence th.iL one can work out bis
diffieultic's and .achieve better adjustments and that happiness is "one’s due”
will be helpful
314 Taie, M W., “Tho Induction of .‘sccond.'iiy-School Teachers,”
The School Review, Vol. 51 (Maich, 1943), pp. 150-157
There is a discussion of a loc.ihly in wlmh thi'ro was a 30-50 per cent
change of staff each year and a description of llie plans being iornmlated
to help their new teachers in this article Teachers and siiiieiinteiidents
were asked to csliniate tho rc'l.itivo dillii iilly of adjustment ol the new
teachers on a check list. Teaclu'rs reported that 86 jier cent of the- older
teachers felt that tho new teachers had dilTicultics in adjusting to other teach-
ers. Tho superintondeiils reported th.il 44 per cent had tins dilllculty.
215, Tieueman, Stiiait C , “A Study of Piipil-Tcaohcr Relationships, ’’
Journal of Educallonal Research, Yol. 35 (May, 1942), pp, 657-
664.
In tins study tho students reported that they disliked teachers who use
ridicule, sarcasm, or nag, who frighten or threaten for disciplmo, are
autociatie, show partiality, fail to provide for individual differeiiecs, who
have disagrccMblo personal peculiarities, or who have sei’er.il of tliese
chaiactoiisties.
216. Townsend, M. E., “Mental Hygiene and Teachei Reciuiting,”
, Mental Hygiene, Vol. 17 (October, 1933), pp 598-604.
This article is an excellent discussion of the whole pensomiel program
and contains nunieious suggestions winch ore of value to the teachers
colleges. He discusses further that there are a iiuinher of reasons why
teachers do not h.ivo as imieh piestigo us tliey should iuivo, some of the
Annotated References 297
reasons being tliat teaching has been considered a right, not a privilege,
the vast majority of teachers aro placed on the job poorly prepared profes-
sionally, and Uiat many of them have personality handicaps which cause
them to he poor teachers He conceives of the personnel program as one
of greater selectivity and a thorough personnel program after diey have
become studcnl-leachers.
217. Tboykh, Mauiice E., "New Horizons for Teachers in Seivice,”
Nett) YorZe State Education, Vol 81 (April, 1944), pp 499-501
Tlie author discusses the ‘procedures and conditions conductive to
continuous teacher education” and describes the in-service program in
Dos Moines He feels that successful programs of m-service education
should begin witli problems which the teachers feel are important, and that
effeotivo woik between teachers and administrators results when they work
on problems on which some progress may be made.
218. Walleb, Willaid, “Social Problems and the Mores,” American
Sociological Review, Vol, 1 (December, 1936), pp 922-933
This aiticlo discusses tlie pressures of the mores and their influence on
social problems He emphasizes the belief that teachers aren't free because
their thought on vital issues of a social nature is “unclear, illogical, and
incomplete ” IIo feels that they are “aim inhibited" because of the pressure
of mores and the lack of tenure protection
219. Wali.in, 7 . E Wallace, Personality Malad-justments and Mental
Ihjgicno (New Yoik. McGiaw-HiU Book Company, Inc , 1935),
p. 207.
Tlie author gives an excellent discussion of the way in which a well-
adjusted individual approaches his problems and how he attempts to solve
tliem Ho feels that the individual who is meeting life has a “frank,
straightforward manner” m his attempts to solve his difficulties There is an
excellent discussion of facing the leal issues which make hfe unbearable.
220. Waltekmibe, Helen M., ‘Interest Your Students in Politics,”
Journal of Education, Wol 125 (September, 1943), pp 188-190.
Discouraged because of hearing so many talks about educating for demo-
cratic living and for appreciation of democracy and hearing so little about
what tlie schools should do, the autlior has discussed ten prartical sug-
gestion.s about interesting pupils in politics and government _ There are
many helpful suggestions concerning plans which might be incorporated
mto the .school experiences of pupils so that they would become aware
of real citizenship in a world,
298 Amiotated References
221. Wann, Harry A., "Mental Growth Through Education,” Mental
Hygiene, Vol. 25 (January, 1941), pp 18-21.
Tins author believes tliat the training program of teachers should mdude
courses in mental hygu ■ . ■ ’ ’ that tlie piogram of selectivity
should be based on ^ i , and sociality as well as on
scholarship,
222. Ward, Lewis B., and Kiiik, Samuel A , “Studies m die Selection
of Students for a Teachers College,” Journal of Educational Re-
search, Vol. 35 (May, 1942), pp. 665-672.
These aulliors represent a large grouii of writers who aro stressing the
importance of personality as a faetoi in the selection of student teachers,
feeling that mental health and emotional adjustment aro of as much
signilitanco ns intelligente and scholarship.
223. Watson, Goodwin, Cottiiei.l, Donald P , and Lloyd-Jones,
Esther, Redirecting Teacher Education (New Yoik; Buieau of
Publications, Teachers College, Columbia University, 1038).
Tins book outlines some of die objectives of teachers colleges as being
student health, mental health, work, knowledge, arlislit, values, recreation,
integrity, cooperation, and growtli Among tin* e\i client chapters of the
book are tlicso on the selection of students and the gmdanto of students.
224. Wfrr, L. W , “Professional Education for E-s:poi lenccd Teachers,”
Educalional Trends, Vol. 9 (Januaiy-Fehruaiy, 1941), pp 18-
24.
In this .stimulating article iho author discusses some smIik'S of workshop
experiences for teachers in which they can meet and discuss problems
winch me eommmi to all. In worksliojj <'\penemi‘s le.uhcis li.nr Jell that
they developed better metliods for evaluating their courses and their goals
and iiad gone far beyond the concept ol te.ielung skills and knowledge.
There seems to losult a broadened evahialive concept of the total exper-
iences of pupils and of their work from these contacts.
225. Wood, Leland Foster, “Marital Qnin.seling as a Means of Con-
serving the Family,” Eden Theological Seminary liullclin, Vol. 2
(Spang Quarter, 1937), p. 5,
Some guiding principles of family counseling are suggested, among
them being listed the need for tlic counselor to bring up "all liclpful fads
but no more " The author is most sincere m saying that the counselor
learns to have respect for tlie “sacrednes,s of things wrung from the heart
of , . sorrow and pain.” There aie some good discussions of points to
remember and to follow in ibis nitlele.
299
Annotated References
226, Wood, Mildred W, “Family Life Education in the Phoenix
Union High School,” Parent Education, Vol. 2 (May, 1935),
pp. 24-25.
This article describes tlie conferences that are held with parents and
discusses their work m allowing high-school students of chid guidance
to attend some of the conferences. Not only are some schools findmg
parent conferences helpful, but they are plannmg, as Phoenix is domg, to
teach higli-school students at tlie same time
227. Wrigiitstone, J. Wayne, and Campbell, Doak S., Social Studies
and the American Waif of Life (Evanston, 111.* Row, Peterson &
Company, 1942).
The authors describe how a civic club in one school district studied
the evils which existed along the banks of a nver flowing through the
district and what might he done to remedy the situation, revealed the con-
ditions to the residents of the district, initiated sketching the district m
an art class, and finally had some influence in gettmg it corrected.
They also suggest a thorough study of government machinery as part
of social studies in the high school They suggest that students become
acquamted at first hand with pohbcal organizations of the community One
teacher even brought tlie civil-service system mto the school’s student
government witli some success.
INDEX
Academic work, 75
Achievement, pupil, 66, 69, 241
Activities, pupil, 74, 210, 230, 243
Adjustment, teacher, 3, 48, 151, 165
Administrative cooperation, 11, 14,
93, 94, 125, 178, 194, 198, 221,
232, 249
Administrators, 11, 93, 163, 174,
208, 238, 240
Affection, 66, 85, 90, 109, 154, 183,
193, 247
Anderson, Clara, 33, 35, 40, 42, 86,
187
Anecdotal records, 77, 212
Appearance, 11, 80, 39, 51, 88, 144,
189
Apple tarts, 50, 51
Approbation, 182, 192
Aron, Miss, 75
Arnold, Dick, 120, 121, 124, 127,
137 233
Art classes, 124, 125, 139, 144, 230
Articles, magazme, 128, 244
Arts, 242
Assemblies, 138, 189
Attendance records. 27, 166, 179
Attention, 64, 90
Authoritarianism, 199, 2l7, 235, 240
Autobiography, 170
Babcock, Mr , 67
Basic skills, 75
Behavior patterns, 92, 201, 202
"Belongingness,’’ 190, 191, 204
Bibliographies, 242
801
Bibliotlierapy, 185
Blame, 177
“Blind spots,” 154
Board members, 2, 107, 135
Books, 29, 32, 185
Botany Club, 14
Bowling, 59, 60
Brotheis, 83, 85, 89, 218
Brownmg, Geoige, 15
Bulletm boards, 18, 20, 175
Busmess, 71
Church, 73
Cihzens, 59, 232
Citizenship, 64, 65, 74, 120, 232,
235
Civics, 122, 240
Clark, Mr , 63, 66
Clinic, 75, 76, 77, 222
Chques, 48, 53, 54, 55, 57, 189, 191,
193, 196, 230
Clowmng, pupil, 63, 64, 66
Clubs, 74, 210
Colors, 51, 144
Commercial students, 19, 20
Community, 2, 17, 59, 70, 86, 105,
108, 111, 112, 114, 125, 127, 136,
142, 163, 173, 174, 175, 194, 209,
210, 223, 224, 226, 227, 236, 239,
244
Community agencies, 104, 105, 106,
225
Commumty-centered school, 240
Confidence, 8, 8, 87, 149, 164, 165
Contracts, teacher, 35, 106, 155
302
Index
Controversial issues, 12S, 236
Cooking class, 50, 145
Cooperation, 73, 209, 211, 213, 220,
234
Costumes, 143
Counseling, 6, 20, 87, 05, 97, 154,
104, 108, 179, ISO, 1S5, 188, 201,
204, 205, 214
Creative nileresls, 242
CumukiUve flies, 77, 150, 106, 180,
212
Curriculum, 229, 235
Czechoslovakia, 143
Day nursery, 104
Democratic metliods, 53, 57, 95,
120, 121, 122, 123, 124, 129, 170,
192, 193, 195, 197, 199, 217, 224,
229, 230, 232, 233
Domocnicy, 232, 233, 235, 240, 243
Denver Fubha Schaoh, 229
Direct counseling, 205
Discipline, 04, 86, 206
Discrimination, 206
Discussioiis, 120, 121, 122, 141, 196
Director of Guiclanc e, 2
Douglas, Nancy, 41, 42, 188
Dunhar, Kathy, 83, 8 1, 85, 214, 217,
218
Dunbar, Mrs., 88, 89, 90
Economic security, 107, 105, 203
Elemcntary-giade guidance, 1.56
Emotional climate, 12, 24, 47, 97,
172, 190, 211, 240
Emotional maturity, 149, 150, 189
Employment, 126, 203
Epilepsy, 21, 178
Evaluation, of teaching, 232, 237,
247, 248
Evans, Dr , 21, 24, 39
Exercise, 59
Family influence, 69, 187
Fasci.st govenmient, 121
Fears, 84, 90. 151, 152, 154, 163,
171, 192, 214, 215
Feelings, 182, 183, 184, 187, 206,
214, 218, 222
Field "I rips, 14
Finances, 104
Fletcher, Mr., 27, 06, 67, 69
Flower show, 114, 115, 116
Four Freedoms, 230
Frank, 07, 68
Ficcdora, 151, 152, 155, 240
Friendship, 151, 152, 195. 215, 247
Friondsliip lettcis, 138, 241
Frustration, 19.5, 215
Futuie Teachers of America, 230
Gentian, 111
Goodman, Rebecca, 110, 111, 228,
229, 230
Good-will booklets, 140, 243
Government, 120, 124, 127, 138,
210, 235
Grades, 96, 98, 220, 222
Grandmother, 89, 90, 91, 92
Griping, te.iclier, 71
Gioiip spirit, in, 112, 190, 196,
197, 229, 230, 231
Growth, desire for, 108, 171
Guidance, 2, 20, 51, 65, 60, 80, lOl,
177, 19.5, 201, 204. 240
Gulduiicc aetivities, 4, 160
Gnidamc clinie, 75, 211
Gnukinec piincipk'S, 162
Guidance programs, 3, 83, 100, 177,
207
Giiidanco study group, 00. 204
Guilt, 90
Hampton Iligh Herald, 106, 187,
141
Handbooks, teacher, 18, 17.5, 194
Happy, 84, 85
Happiness, m life, 37, 151, in one's
work, 4, 151, 248
Harding, Miss, 67, 68, 69, 70
Health classes, 23
Hemophilia, 22
High-Schooi International Club, 141
Hobbies, 231
Index
Holland, Michigan, 111, 231
Home economics, 51, 52, 143
Home guidance, 74, 209, 217, 223,
244
Home problems, teadier, 34, 35, 91,
229
Home-room guidance, 20, 63, 66, 73,
156
Homes, of youth, 72, 86, 203
Hospitals, 115, 117
Human relationships, 68, 74, 87,
197, 209, 210
“Humanity chest.” 241
Hutchms, Bob, 103, 105, 137, 141, j
224
Identification, 184
Impartiality, 34, 186
Indoctrination, 121
Indirect counseling, 180, 182, 204
Individualized mstiuction, 165
Institutions, 73
Integration, 151, 249
International cooperation, 135, 137,
236, 238, 240, 244
International relations, 138, 239,
240, 241
Intel views, 20, 65, 77
Isolation, 54, 191, 196
Jeame, 27, 28, 29, 181
Jewess, 110
Jewish, 111
Juvenile delmquency, 72, 77
Kendall, Mr., 103, 104
Latin America, 138, 140
Lectures, 170
Libranans, 124, 236, 237
Library helpers, 138, 139
Library science, 138
Localism, 236
Manuals, teacher, 18, 175
Meetings, school, 240
303
Mental hygiene, 164, 175, 201, 210,
227
Mentahty, 75
Mexican, 111, 112
MiUer, Sally, 22, 23, 55, 60, 95, 106,
107, 112, 116, 122, 123, 124, 125,
223, 228
Misbehavior, 64
Mixed social groups, 59
Monroe, Jimmy, 63
Morrison, 15
Morrow, Dan, 2, 18, 24, 56, 59, 70,
73, 85, 90, 93. 106, 124, 127, 129,
135, 156, 164, 168, 177
Motliers, 67, 68, 90, 92, 187
Mother, teacher’s, 35, 36, 39
National gioups, 110, 111, 113, 228,
240
National Honor Society, 230
National problems, 125, 236
Needs, of youth, 77, 96, 164, 207,
209, 212, 244
Negro, 111
Nervous habits, 83, 214
Nesbitt, Carl, 141
Norman, Vera, 12, 22, 29, 30, 39,
42, 121, 122, 123, 129, 181, 182,
183
Norway, teachers, 249
Observation, of teachmg, 42
Overt behavior, 218
Page, Miss, 53
Panel discussions, 59, 95, 97, 125
Parent contributions, to the school,
86, 216, 220
Parent gmdance, 12, 19, 74, 86, 96,
216, 217
Parent interviews, 20, 65, 87, 88, 93,
94, 95. 96, 214, 217, 219
Parent-teacher relationships, 59, 76,
96, 215, 219
Partiality, 34, 89, 90
Personality problems, 3, 63, 194, 208
304
Index
Personality tests, 77, 210
Personnel program, 104, 207
Phlebitis, 21, 22, 178
Physical size, 162
Plant life, llS, 116
Policy changes, 93, 95, 170, 220
Possessiveness, 150, 151, 155, 247,
248
Praise, 219, 287
Prevention, of maladjustment, 156,
157
Problems, 163, 191, 195, 206
Professional prestige, 7, 163, 223,
228, 248
Profession, teaching, 3, 39, 246, 248,
250
Psyehiatiy, 175, 201
Public sehools, 72. 137
Punishment, 04, 206
Pupil confidence, 8, 203
Pupil adjustment, 4, 03, 130, 201,
202
Pupil attitudes, 17, 05, 08, 09, 201,
202, 203, 211
Pupil clothing, 51, 144
Pupil interests, 203
Pupil participation, 282
Pupil-teaclier relntionslnps, 34, 49,
54, 63. 07. 70, 72, 198, 200, 201,
202, 205
Pupil icspecl, 34, 204
Questionnaires, 218
Racial problems. 111, 228, 229
Rasmussen, Dr., 135, 137, 240
Rationalization, 163
Reality, 163
Records, 106. 179, 212, 222
Recording equipment, 8, 37, 170
Recreation, 59, 203
Rejection, child, 65, teacher. 111
Relationships, personal, 11
Religion, 230
Remedial classes, 75, 211
Report cards, 88, 93, 95, 07, 221
Rcsenlment, 2] 8
Resources, community, 104, 105, 106
Responsibility, 175, 381, 230
Retarded ciiildren, 75, 211
Reynolds, Ctiriio, 49, 148, 344, 189
Ridicule, 206
San Dicgn Ptihlic Schooli, 248
Sarcasm, 206
Scott, Margarc’t, 54
Seenuly, group, 4, 58, 63, 64, 76,
81, 92, 188, 192
‘•Self,’' 183, 210, 240. 217
Self-conRdeiito, 6. 42, .58, 168, 210,
250
Self-conliol, .37, 38, 210
Self-respect, 31, 183, 20.5, 245
Self-jiislific'Utlon, Ifi.'J
Self-undeist.mding, 169
Sewing. .50, 51, 144
.Smoking, 33, 107
.Smi.il apjmi\al, (14, 182
"Sofi.il prolilcnis” course, 240
Social studies, 51, 235
Sororities, 58, lt33
Specialists, 174
Spit-wads, 34
S|iiing(*i, Mrs., .52
Springer, N.mcy, .53
Spiiiig/icW Pul>lir Schooh, 230
Square! daiiemg, ,59, 60
SUtus, jnipil, 4, 63, 165
.Stealing, 83, 84, 87, 88. 92. 218
.8lew.iit, Mr,. 1 1. 16, 3 34. 315
Story inleipretation, 363
Stnclciil council, 225
Student government, 78. 323, 203,
230, 235
Student teiiclicrs, 207
Student teaelnng, 41, 70, 87. 95, 207
Study groups, parent, 74, 222;
teacher, 23, 76, 86. 113, 160, 211
Sub-marginal land, 231
Stnmnn, Ileniy, 60
Snlijeet-iniitter classes, 244
Sub-debs, ,53
Sunday aftemoon tea, 60, 71, 151,
190
305
Index
Teacher appearance, 28, 30, 32, 39,
185, 189
Teacher attitudes, 3, 35, 40, 47, 49,
182, 195, 202, 209, 215, 228
Teacher classes, 7, 23, 1B4, 170,
178, 197, 201
Teacher companionship, 13, 110,
192
Teacher counseling, 7, 38, 169, 179,
198, 201, 206, 221
Teacher education, 7, 70, 87, 95,
191
Teacher emotions, 30, 38, 41, 166,
188, 195
Teacher dismissal, 71, 208
Teacher failures, 38, 41, 54, 58, 04,
69, 70, 176, 189
Teacher growth, 7, ISO, 227
Teacher fatigue, 195
Teacher guidance, 2, 38, 165
Teacher health, 21, 22, 23, 165, 170,
250
Teacher labels, 7
Teacher leadership, 12, 59, 167, 222,
225, 227, 229, 231
Teachbr library, 7, 212
Teacher load, 97, 221
Teacher marriage, 38, 150, 227, 246
Teacher motility, 6, 152, 176, 246,
248
Teaclier nervousness, 34
Teacher personality, 7, 72, 165, 189,
200, 202, 208, 211, 227, 228
Teacher problems, 3, 39, 40, 47,
108, 109, 150, 103, 200
Teacher-pupil relationships ( see
pupil)
Teacher records, 16, 19, 20, 170
Teacher recreation, 39
Teacher rest-room, 13, 170, 174
Teachers, new, 40, 47, 48, 55, 56,
57, 190, 191; rural, 47, 54, 55
Teacher salary, 5, 152, 246
Teachers colleges, 164, 170, 191,
201, 207, 216, 234
Teacher security, 171
Teacher selection, 164
Teacher social hfe, 39, 48, 52, 54,
55, 56, 57, 58, 107, 109, 189, 191,
196, 197, 209, 247
Teacher status, 108, 109, 213, 223,
248, 249
Teacher success, 208, 237
Teacher voices, 80, 34, 37, 186, 188
Teaching democracy, 121, 232, 233
Teaclung melliods, 128, 129, 207
Teachmg profession, 70, 151, 152,
153, 213, 227, 228, 246, 247, 249
Tenure, 5
Thomas, Hazel, 49, 189
Totalitarianism, 233, 235
Trends, m behavior, 77, 156, 158,
206, 212, 216
Truancy, 67, 103, 218
TJnderstandmg, 162, 193, 200, 203,
241
Unity, 113, 173, 211, 229, 237, 238
University of Denver, 170
Van Nice, Gretchen, 112
Vargas, Mrs , 21, 140
Vocational guidance, 156, 208
Voice recordmgs, 7
Watson, Dr, 95, 97
Wayne, John, 34
Webster, Margaret, 13, 22, 23, 71,
95, 113, 117, 120, 129, 148
Woman’s Club of Hampton, 58, 125
Workshops, 155, 197, 238
World Unity, 238, 240, 242, 243
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